Datasets:

Symato

/

fineweb_edu_10bt_shuffled

like 0

Follow

Symato Team 6

It’s been described as a “boldly revisionist view of a King generally regarded as boring and unimaginative”. Ridley asserts that he was not dull he was ordinary and decent. George V was known for his stamp collecting and love of shooting pheasants, but Ridley reveals that in his passion for both hobbies he excelled and was a highly skilled “perfectionist” keeping meticulous records. While his wife Mary, described as the “bejewelled” Queen, who had a reputation for visiting stately homes and sometimes collecting the precious belongings she found there, was in fact “a brilliant” collector and curator and became the Founder of the Royal Collection. Professor Ridley’s book has been acclaimed as a dual biography and although some may have thought that George and Mary, grandparents of the Queen, were “mismatched” one being very ordinary and the other rather exotic, their respective skills gave birth to a new version of monarchy built around the reputation of being a “family firm” which still pertains today. George and Mary guided the Monarchy through the turbulent beginnings of the 20th Century which included the First World War; the Russian Revolution, the protests of the Suffragettes; demand for home rule in Ireland, and the First Labour government. Often George would confide in Mary first. Professor Ridley tells History Reclaimed how she enjoyed her regular visits to the Royal Archives to research this book, spending seven years writing it in between her teaching engagements and how she grew to like George V and Mary. She says she found his “Philistinism” rather enduring! To illustrate this Ridley tells how George V had brought a Blue Mauritius very rare stamp and was subsequently told by one of his courtiers that “some fool” had paid £1,400 for one stamp! George then admitted that “I was the fool”! Prof Ridley explains: “Mary had a passion for shopping and antique shops. They seemed a very mismatched couple in a way. The last thing she would want to do is go shooting and stand in a muddy field, but never-the-less they did work as a couple. This strong marriage was really crucial to his success as a King. They always discussed things. She would know everything before anybody else knew about politics. They operated in a very modern way as a couple. He certainly respected her intelligence”. She concludes: “The Queen’s Monarchy today follows that of her grandfather George V. It revolves around an ordinary family running a firm together and sharing the functions of the monarchy.” Prof Ridley’s books include The Young Disraeli, acclaimed by Robert Blake as definitive; a highly praised study of the architect Edwin Lutyens and his relationship with his troubled wife, which won the Duff Cooper Prize; and Victoria, a short life written for the Penguin Monarchs series. Her biography, Bertie: A Life of Edward VII was a Sunday Times bestseller and one of the most critically acclaimed books of its year. She is a Fellow of the Royal Society of Literature.

<urn:uuid:2e4ea59e-586f-4c72-bb08-55e73afa72ae>

The usual way to reference a variable is to write the symbol which names it. See Symbol Forms. Occasionally, you may want to reference a variable which is only determined at run time. In that case, you cannot specify the variable name in the text of the program. You can use the function to extract the value. This function returns the value stored in symbol's value cell. This is where the variable's current (dynamic) value is stored. If the variable has no local binding, this is simply its global value. If the variable is void, a void-variableerror is signaled. If the variable is lexically bound, the value reported by symbol-valueis not necessarily the same as the variable's lexical value, which is determined by the lexical environment rather than the symbol's value cell. See Variable Scoping.(setq abracadabra 5) ⇒ 5 (setq foo 9) ⇒ 9 ;; Here the symbol abracadabra;; is the symbol whose value is examined. (let ((abracadabra 'foo)) (symbol-value 'abracadabra)) ⇒ foo ;; Here, the value of abracadabra, ;; which is foo, ;; is the symbol whose value is examined. (let ((abracadabra 'foo)) (symbol-value abracadabra)) ⇒ 9 (symbol-value 'abracadabra) ⇒ 5

<urn:uuid:9aa06804-88e7-48f5-b707-2927b4f867a6>

Stands for "Java Database Connectivity." JDBC is an API that allows Java applications to connect to and query a wide range of databases. Examples include Java DB, Oracle, MySQL, PostgreSQL, DB2, Sybase ASE, and Microsoft SQL Server. JDBC makes it possible for a software developer to run SQL queries within a Java application. The database connection and any required query translations are handled by the JDBC driver. For example, the same Java method can be used to query a MySQL database and a Microsoft SQL Server database. The goal is to provide developers with "write once, run anywhere" functionality, making it easy to work with different types of databases. In order for an application to use JDBC, the appropriate driver must be installed. Examples include the JDBC Thin driver and the JDBC OCI (Oracle Call Interface) driver. The driver files are available as Java archives (.JAR files), which can be referenced by a Java application. Each Java archive contains .CLASS files that allow Java apps to communicate with different types of databases. Individual classes can be removed to reduce the disk space required by the corresponding Java app. What is the difference between JDBC and ODBC? JDBC is designed specifically for Java applications, while ODBC is language independent. That means the ODBC API is available for multiple programming languages, while JDBC is only available for Java. A "bridge" can be used to translate commands between the two APIs. For example, an ODBC-JDBC bridge translates ODBC function-calls into JDBC method-calls, allowing them to be processed by a JDBC driver. A JDBC-ODBC driver converts JDBC method calls into ODBC function calls, allowing them to work with an ODBC driver.

<urn:uuid:2eec1499-48db-4608-b2f9-8519b8d0e376>

Pregnant patients' rights Pregnancy rights refers to a pregnant women’s right in relation to the medical care and decisions they can make both prior to pregnancy and during pregnancy. There are many debates that arise from pregnancy rights, ranging from whether or not fertility treatments are ‘right’ or whether using surrogate mothers is wrong. It comes down to the mother’s right. As a woman, there are more challenges than just the fundamentals of the decisions surrounding their pregnancy. Maternity leave, parental leave and the time allotted for these leaves varies from company to company. The International Conference on Population and Development (ICPD) gathered in Cairo in September 1994 to discuss and “formulate a consensus position on population and development for the next 20 years”. One of the other goals was to make education and medical services available to women while they are pregnant, and when the time comes, have delivery options available. A main concern has always been postnatal care; people think that the hardest part is the birth of the child but there are so many additional concerns once the child is born and brought into this world. Complications both prior to pregnancy, during delivery, and after delivery are a potential concern in all births, the ICPD talked about enhancing the available support for all women. Pregnancy rights throughout the world are not going to be the same in every single place but the ICPD is aiming to eliminate discrimination during pregnancy and make all pregnant patients’ rights available to everyone. Nurses and patients sometimes run into troubles because their opinions will often vary in what they think should be done in terms of termination or pre/post natal care. As Kane, 2009 states “The NMC code of professional conduct states that: ‘you must make the care of people your first concern”’ enforcing that the nurses opinions really should be kept to themselves so as to not influence the decision of the patients. - Laufer-Ukeles, P. (2011). "Reproductive Choices and Informed Consent: Fetal Interests, Women's Identity, and Relational Autonomy". American Journal Of Law & Medicine 37 (4): 567–623. - "Your pregnancy rights". 2012. Retrieved May 11, 2012. - McIntosh, C. A., & Finkle, J. L. (1995). "The Cairo conference on population and development: A new paradigm?.". Population and Development Review 21 (2): 223–260. - Kane, R. (2009). "Conscientious objection to termination of pregnancy: the competing rights of patients and nurses". Journal Of Nursing Management 17 (7): 907–912. doi:10.1111/j.1365-2834.2008.00888.x. |This human reproduction article is a stub. You can help Wikipedia by expanding it.|

<urn:uuid:03d9edaf-8e15-4dd4-812f-c4f5a1ce5356>

Posted By:Kerrie MasonShare This Post Assistive Technology is Closer Than We Think Following is the first blog from our Assistive Technology Committee. They will be exploring the benefits of all different types of assistive equipment that help people with disabilities on a daily basis. This first feature is about something we all use every day and may take for granted, but once adapted is a tool that makes life a bit easier for those with a disability. By: Dan Kakitis, Residential Program Director / AT Committee Assistive Technology is Closer than We Think Assistive Technology (AT), sounds like a box full of big ideas and flashing lights inside a box full of big ideas and flashing lights inside a box full of big ideas and… well, you get the idea. The concept of AT is enormous and always brings to mind high tech expensive devices geared to help someone speak, hear, walk or run. To a point, it is all of these things and more. AT is a whole host of wonderfully creative tools to help a person with disabilities realize a function of life otherwise unavailable to them. Quite often, simple everyday items might hold the key to help make life easier for those we support here at Venture. Whether it be oversized salt and pepper shakers, spill proof cups with spouts to make drinking easier, uniquely shaped spoons to aid eating, or the focus of today’s blog, electric toothbrushes. There are dozens of electric toothbrushes on the market: Variable speed, multiple brush choices with clever actions, shuffling bristles, rotating bristles, or both shuffling and rotating, even wave-like action bristles. They come with a multitude of attachments: soft rubber nubs, stiff rubber prongs, tooth-picking attachments of almost any size and shape, a seemingly infinite number of attachments. All of these options provide a variety of sensory choices, especially to our autistic population. An electric toothbrush can become a valuable method of sensory intervention to help to soothe and calm during moments of fear and anxiety. The many different rubber spiked or knobby heads work great as massage tools for gums and tongue or to just to clench teeth on to send the vibration sensation through their mouths to their heads. Something as simple as an electric toothbrush becomes an adaptive tool assisting those we support in an area that has long been a point of anxiety in their lives and is truly the foundation of Assistive Technology. We, on the AT committee, challenge residential programs to review items that are already in use or to use an assessment tool to discover other items that may be useful to those we support as methods to help foster independence in their lives.

<urn:uuid:806e08a2-d696-4d5f-8296-250a0869b55d>

Wallace and Gromit Live in Wigan.Wigan ( //) is a town in Greater Manchester, England. It stands on the River Douglas, 7.9 miles (13 km) south-west of Bolton, 10 miles (16 km) north of Warrington and 16 miles (25.7 km) west-northwest of Manchester. Wigan is the largest settlement in the Metropolitan Borough of Wigan and is its administrative centre. The town of Wigan had a total population of 81,203 in 2001, whilst the wider borough has a population of 305,600. The town is the headquarters of the Greater Manchester Combined Authority, the top tier administrative body for Greater Manchester. Historically in the county of Lancashire, Wigan during classical antiquity was in the territory of the Brigantes, an ancient Celtic tribe that ruled much of northern England. The Brigantes were subjugated in the Roman conquest of Britain during the 1st century, and it is asserted that the Roman settlement of Coccium was established where Wigan lies. Wigan is believed to have been incorporated as aborough in 1246 following the issue of a charter by King Henry III of England. At the end of the Middle Ages it was one of four boroughs in Lancashire possessing Royal charters; the others wereLancaster, Liverpool, and Preston. During the Industrial Revolution Wigan experienced dramatic economic expansion and a rapid rise in the population. Although porcelain manufacture and clock making had been major industries in the town, Wigan subsequently became known as a major mill town and coal mining district. The first coal mine was established at Wigan in 1450 and at its peak there were 1,000 pit shafts within 5 miles (8 km) of the town centre. Mining was so extensive that one town councillor remarked that "a coal mine in the backyard was not uncommon in Wigan". Coal mining ceased during the latter part of the 20th century. In 1974, Wigan became a part of the newly formed administrative Greater Manchester. Wigan Pier, a wharf on the Leeds and Liverpool Canal, was made famous by the writer George Orwell. In his book, The Road to Wigan Pier, Orwell highlighted the poor working and living conditions of the local inhabitants during the 1930s. Following the decline of industrial activities in the region, Wigan Pier's collection of warehouses and wharfs became a local heritage centre and cultural quarter. TheDW Stadium is home to both Wigan Athletic Football Club and Wigan Warriors Rugby League Football Club, teams both in the top-flight national leagues of their sport. WiganWigan shown within Greater Manchester |Population||81,203 (2001 Census)| |OS grid reference||SD583055| |- London||176 miles (283 km) SE| |Metropolitan county||Greater Manchester| |Sovereign state||United Kingdom| |Postcode district||WN1-WN3,WN5,WN6, WN8| |EU Parliament||North West England| |List of places: UK •England •Greater Manchester|

<urn:uuid:3ea78ad5-2d53-484d-b5ef-d1acaf55c7e4>

Moringa Oleifera: The Miracle Tree is a tropical multipurpose tree. It is resistant to drought and fast growing. Moringa is raising agrowing international interest among NGOs, scientists and the private sector, as a source of: food supplement, flocculent for water treatment, cosmetic oil, vegetable, fodder. Imagine a tree in your backyard that will meet all your nutritional needs, take care of you medicinally, and purify your water for you. This tree actually exists. For centuries, the natives of northern India and many parts of Africa have known of the many benefits of Moringa oleifera. What is moringa? Moringa is a tropical tree with multiple uses and which is resistant to drought. Among the 13 species known, Moringa oleifera is particularly easy to reproduce and its growth is very fast. The numerous economic uses of Moringa oleifera together with its easy propagation have raised growing international interest for this tree which originated from India and which is found in most tropical countries (Africa, Asia and America). Moringa stenopetala and other species from Eastern Africa and Madagascar also have potential even though they have been less exploited so far. Latin name: Moringa Oleifera English name: Drumstick (or)Horseradish tree Moringa has 400 other names in different languages! Zijaina – India, Horseradish – USA, Drumstick Tree – England, Ben Aile – France, Kalor – Indonesia, Murunga – Sri Langka, Nebeday – Senegal, Marango – Costa Rica, Ben – Puerto Rico Moringa oleifera, commonly referred to simply as "Moringa" (from Tamil: Muringa and Malayalam: Murunggi, is the most widely cultivated species of the genus Moringa, which is the only genus in the family Moringaceae. It is an exceptionally nutritious vegetable tree with a variety of potential uses. The tree itself is rather slender, with drooping branches that grow to approximately 10 m in height. In cultivation, it is often cut back annually to 1 meter or less and allowed to regrow so that pods and leaves remain within arm's reach. Moringa is native to the Sub-Himalayan tracts of India. It is an important crop in India, Ethiopia, Philippines, and the Sudan. It is being grown in Tropical Asia, Latin America, Africa, Caribbean, and the Pacific Islands. Over the past 2 decades, many reports have appeared in mainstream scientific journals describing its nutritional and medicinal properties. High Nutrient Content Unfortunately, even while science sings the praise of Moringa leaves, this vital information has not reached the people who need it most. Trees for Life is responding to this need, and you can help. If you don't have any Moringa planted, or cannot get access to fresh Moringa products, then at least get some Moringa Leaf Powder. It can be added to soups, casseroles, vegetables, smoothies, or just about anything you eat. The dried leaf powder is an incredibly easy way to get some potent nutrition into anyone who is not receiving the proper nutrients on a daily basis. For invalids, infants, the elderly, or those suffering from malnutrition for any reason, a few spoonsful of the leaf powder mixed into their food, effects a dramatic change in their overall health. Moringa is an important food source in many countries. In India, Moringa pods are widely consumed and plantations exist to produce pods for export, fresh and tinned, to overseas consumers. In West Africa, Moringa oleifera leaves are commonly used to make sauces. Moringa stenopetala leaves are the staple food of the Konso people in Ethiopia. Studies have shown Moringa oleifera leaves to be an excellent source of vitamins, minerals and protein: perhaps more than any other tropical vegetable. Many programs use Moringa leaves to fight against malnutrition and its associated diseases (blindness etc.). Moringa Contains Very High Antioxidants and Anti-inflammatory Compounds. Antioxidants and anti-inflammatory compounds work best when combined with other antioxidants and anti-inflammatory agents. Nature allowed for a better efficacy when combined, a synergy of the compounds being much more effective than a single compound. Moringa contains the following antioxidants and anti-inflammatory compounds or compounds with antioxidant and anti-inflammatory characteristics. Vitamin A, Vitamin C, Vitamin E, Vitamin K, Vitamin B (Choline), Vitamin B1 (Thiamin), Vitamin B2 (Riboflavin), Vitamin B3 (Niacin), Vitamin B6, Alanine, Alpha-Carotene, Arginine, Beta-Carotene, Beta-sitosterol, Caffeoylquinic Acid, Campesterol, Carotenoids, Chlorophyll, Chromium, Delta-5-Avenasterol, Delta-7-Avenasterol, Glutathione, Histidine, Indole Acetic Acid, Indoleacetonitrile, Kaempferal, Leucine, Lutein, Methionine, Myristic-Acid, Palmitic-Acid, Prolamine, Proline, Quercetin, Rutin, Selenium, Threonine, Tryptophan, Xanthins, Xanthophyll, Zeatin, Zeaxanthin, Zinc. Vitamin A, Vitamin B1 (Thiamin), Vitamin C, Vitamin E, Arginine, Beta-sitosterol, Caffeoylquinic Acid, Calcium, Chlorophyll, Copper, Cystine, Omega 3, Omega 6, Omega 9, Fiber, Glutathione, Histidine, Indole Acetic Acid, Indoleacetonitrile, Isoleucine, Kaempferal, Leucine, Magnesium, Oleic-Acid, Phenylalanine, Potassium, Quercetin, Rutin, Selenium, Stigmasterol, Sulfur, Tryptophan, Tyrosine, Zeatin, Zinc. There are over 46 antioxidants and 36 anti-inflammatory compounds all naturally occurring in the Moringa plant. This is why people prefer Moringa as the best natural source of anti-oxidants. Vitamin & Mineral Content of Moringa All values are per 100 grams of edible portion. |Fresh Leaves||Dried Leaves| |Vitamin A||6.78 mg||18.9 mg| |Thiamin (B1)||0.06 mg||2.64 mg| |Riboflavin (B2)||0.05 mg||20.5 mg| |Niacin (B3)||0.8 mg||8.2 mg| |Vitamin C||220 mg||17.3 mg| |Calcium||440 mg||2,003 mg| |Calories||92 cal||205 cal| |Carbohydrates||12.5 g||38.2 g| |Copper||0.07 mg||0.57 mg| |Fat||1.70 g||2.3 g| |Fiber||0.90 g||19.2 g| |Iron||0.85 mg||28.2 mg| |Magnesium||42 mg||368 mg| |Phosphorus||70 mg||204 mg| |Potassium||259 mg||1,324 mg| |Zinc||0.16 mg||3.29 mg| Protein 42%, Calcium 125%, Magnesium 61%, Potassium 41%, Iron 71%, Vitamin A 272%, and Vitamin C 22%. These numbers are particularly astounding; considering this nutrition is available when other food sources may be scarce. Gram for gram, Moringa leaves contain: 7 times the vitamin C in oranges 4 times the calcium in milk 4 times the vitamin A in carrots 2 times the protein in milk 3 times the potassium in bananas 3 times the iron in spinach Amino Acids in Moringa Plants are an important source of proteins, but most plants actually supply the units making up the proteins – the amino acids. As you know, proteins together with lipids and carbohydrates are the three basic groups of biochemical substances of which plant and animal organisms aremade. Again, amino acids are the building blocks or monomers of the proteins (which are long chains of amino acids linked together). How Much Protein Do We Need? Nutrition experts recommend that proteins (or amino acids) should account for 10-15% of the calories in a balanced diet, although requirements for protein are affected by age, health, weight, and other factors. Generally, a normal adult requires approximately 0.36 grams of protein per pound of body weight, or 0.8 grams per kg weight. That makes a total of 50-80 grams daily. Athletes have higher amino acid (protein) requirements, and babies need much more protein per body weight than do adults. Proteins are digested by the gastro-intestinal system and then cut into smaller, simpler units (amino acids) that can be absorbed through the walls of the intestines and used by the body. After absorption, the liver and various tissues will make their own, specifically needed proteins. Thousands and thousands of complicated proteins make up the structure of cell walls, and the soluble particles in blood or less soluble structures of bone and skin. Proteins interact with each other and specifically recognize each other in order to perform all our physiological functions. Life can be seen as a complicated and beautiful dance of proteins! since proteins and other nitrogen-containing substances are continuously degraded and rebuilt, they must be replaced by a continuous supply of amino acids from the diet. There are 20 amino acids present in the human body structures. (Actually, in nature there are more amino acids). Of those, 9 are known to be ESSENTIAL; they have to be supplied by the diet since the human body cannot synthesize them, as it does with the other 11 amino acids. Few foods, like Moringa, are known to contain all essential amino acid, hence, the importance of a complex, rich diet. The 9 essential amino acids are: histidine, isoleucine, leucine, lycine, methonine, phenylalanine, threonine, tryptophan and valine. Histidine is considered essential for children and babies, not for adult. Strict vegetarians should ensure that their diet contains sufficient amounts of all these amino acids. Moringa is one of the very few plants that contain all the essential amino acids, although two of them, lysine and tryptophan, are poorly represented in most plants. Moringa's essential amino acids presence and digestibility scores are more than adequate when measured against the standards of World Health Organization (WHO), Food and Agriculture Organization (FAO) and United Nations Organization (UNO) for small children, the most at-risk population group when it comes to protein in food. The Essential Amino Acids of Moringa and Briefly Explain Their Importance for Human Health. Histidine - Moringa leaves contain histidine, a semi-essential amino acid - adult generally produce adequate amounts but children usually may not. It is believed that histidine may increase the body resistance to environmental toxins and allergens (factors that trigger allergies in susceptible persons). Since histidine found abundantly in hemoglobin - the respiratory pigment protein needed for oxygen transportation to every cell – histidine aids in the prevention of anemia. Histidine is also a mild vasodilator and helps increase blood circulation. According to some research, people with rheumatoid arthritis have low levels of histidine; therefore it has been used in the treatment of rheumatoid arthritis. A deficiency of histidine can also cause poor of hearing. Since histidine is found in numerous proteins, its presence is needed for normal general physiology. Isoleucine - Moringa contains isoleucine in large amounts. Its main role in the body is related to its incorporation into many proteins and enzymes. This is one of the essential amino acids needed for hemoglobin formation, as is histidine. Therefore, its presence is useful for the prevention or treatment of anemia. Isoleucine plays a role in optimal growth during childhood;babies and children need much more isoleucine per body weight than adults! It also maintains normal blood sugar and energy levels and therefore it is particularly important for diabetics. Isoleucine is metabolized in muscle tissue and can enhance energy levels and increase endurance. Athletes and everyone exercising regularly need extra isoleucine. Leucine - This is another essential amino acid related to isoleucine and valine, all vital for normal growth in children. Moringa contains large amounts of leucine as well. These three amino acids work together to protect muscles, build muscles, and enhance energy levels and stamina. They also promote bone, skin and muscle tissue healing and therefore are recommended for those recovering from injuries, stress or surgery.Leucine may help to lower elevated blood sugar levels, which is important for diabetics. For normal growth, small children and babies need much more leucine per body weight than adults. Leucine also aids in increasing growth hormone production. Lysine - Lysine is required for normal growth and development in children, who need vast amounts of this amino acids. Although plant sources are usually poor in lysine.Moringa leaves are quite rich in this essential amino acid. Lysine helps calcium absorption and bone development, and maintains proper protein balance. Lysine also aids in the production of antibodies[ protective proteins of the immune system], hormones and enzymes, in skin maintenance and formation, and tissue repair .Since it helps to build muscle protein, lysine is necessary for those recovering from stress, injuries and surgery. In people with “bad” serum fats and high cholesterol, lysine lowers high serum triglyceride levels. Another useful quality of lysine is its capacity to inhibit the multiplication of viruses, especially herpes viruses. Methionine and Cystine - These are important sulfur-containing amino acids. Cystine is the stable form of the sulfur-containing amino acid cysteine. The body readily converts one into the other as needed, therefore the two forms can be considered as a single amino acid in metabolism. Sulfur-containing amino acids are involved in detoxification of the organism; they help to neutralize and eliminate harmful toxins and protect the body against radiation damage caused by UV rays and x-rays .They are free radical destroyers, and work best when taken with selenium and vitamin E ( see "Antioxidants in Moringa" ). Cystine helps to protect the river and brain from damage due to toxics such as alcohol , drugs, and environmental pollutants. Methionine and cystine are main constituents of the proteins of fingernails, skin and hair; they promote proper elasticity and texture of the skin and hair. Ladies, real beauty comes from the inside, and sulfurcontaining amino acids must surely be ingredients of any diet that fights skin aging! Cystine may have anti-inflammatory properties that can be helpful in the treatment of osteoarthritis and rheumatoid arthritis. Cystine and metheonine are recommended to be supplemented in the treatment of some forms of cancer. These two amino acids also promote wound healing; therefore they are helpful after surgery and burns. They are known to bind iron, aiding in iron absorption. For those interested in losing weight, it is worth mentioning that cystine also promotes the burning of fat and the building of muscle. Phenylalanine and Tyrosine - These two essential amino acids, well represented in Moringa leaves, are particularly important for the health of the central nervous system. Once in the body, phenylalanine can be converted into tyrosine, which in turn is used to synthesize two key brain transmitters that promote alertness: dopamine and norepinephrine. These two amino acids – phenylalanine and tyrosine – can therefore elevate mood, decrease pain, help with memory and even suppress appetite. Phenylalanine and tyrosine should be supplemented in the treatment of depression, arthritis, obesity and Parkinson’s disease. Phenylalanine is effective for controlling pain, especially the chronic pain in osteoarthritis and rheumatoids arthritis, according to some studies. Similar to other amino acids, these two are incorporated in a variety of proteins throughout the body. Threonine - Threonine is also very well represented in Moringa, although its content is usually low in many grains and other plant protein sources. This amino acid is important for the formation of collagen and elastin, two main proteins of the skin. It also helps to protect the liver and has a lipotropic function (against fatty liver). Threonine is present in high concentrations in the heart, central nervous system and skeletal muscle. It maintains their health and normal functions. It also enhances the immune system by aiding in the production of antibodies, and promotes thymus (a gland vital for the function of the immune system) growth and related activity. Other vital nutrients are also better absorbed when threonine is presen in the food. Some use threonine supplements in certain cases of depression. Infants need much more (8 times) threonine per body weight than adults. Tryptophan- An essential amino acid, tryptophan is required for the production of niacin ( vitamin B3) and serotonin (the neurotransmitter involved in relaxation and sleep) among others. Therefore, tryptophan helps to control depression and insomnia, stabilizes emotional moods, and it also eases perception of pain, and might combat inflammation. It also aids to control hyperactivity in children and alleviates stress. Although tryptophan is the rarest of all amino acids to be found in protein’s composition, it plays an important role in reducing stress-related mood disorders, and helps relaxation and good sleep! We all need some extra tryptophan sometimes! Supplements of tryptophan are not approved in the USA, so, when needed, we have to get it from food. Moringa is an excellent plant source of tryptophan, and its concentration in the leaves exceeds the concentration in soy beans. Since some migraine sufferers have abnormally low levels of tryptophan, it is believed that tryptophan can also ease the pains as sociated with certain types of migraines. Valine - unlike tryptophan, valine has a stimulant effect. It is needed for muscle metabolism and structure, general tissue repair and the maintenance of a high concentrations in muscles, similar to related amino acids, isoleucine and leucine. These three branched-chain amino acids can be used as an energy source by muscle tissue, thus preserving the use of glucose and supplying stamina. Studies have shown that these amino acids are useful in restoring muscle mass in people with liver disease, or after physical stress, injuries and surgery. Moringa leaves are at least as rich (if not more) as soy beans (and soy protein concentrate) in valine. Moringa is one of the very few plant sources that contain all 9 essential amino acids. Moringa’s essential amino acids presence and digestibility are as good as soy (one of the best protein sources). Soy is often a highly processed product while Moringa is presented in its natural state. Moringa’s essential amino acids presence and digestibility are better than those required by the standards of WHO, FAO and UNO. Moringa, even in small portions, provides adequate amounts of protein nutrients for everyone, including healthy or medically compromised individuals, children, senior adults, lactose intolerant individuals, vegetarians and people with soy allergies. Amino Acid Content of Moringa All values are per 100 grams of edible portion. |Fresh Leaves||Dried Leaves| |Arginine||406.6 mg||1,325 mg| |Histidine||149.8 mg||613 mg| |Isoleucine||299.6 mg||825 mg| |Leucine||492.2 mg||1,950 mg| |Lysine||342.4 mg||1,325 mg| |Methionine||117.7 mg||350 mg| |Phenylalinine||310.3 mg||1,388 mg| |Threonine||117.7 mg||1,188 mg| |Tryptophan||107 mg||425 mg| |Valine||374.5 mg||1,063 mg| Moringa is not genetically modified or altered by humans. Moringa is considered to have the highest protein ratio of any plant so far identified! The immature green pods called “drumsticks” are probably the most valued and widely used part of the tree. They are commonly consumed in India and are generally prepared in a similar fashion to green beans and have a slight asparagus taste. The seeds are sometimes removed from more mature pods and eaten like peas or roasted like nuts. The flowers are edible when cooked, and are said to taste like mushrooms. The roots are shredded and used as a condiment in the same way as horseradish; however, it contains the alkaloid spirochin, a potentially fatal nerve-paralyzing agent, so such practices should be strongly discouraged. The leaves are highly nutritious, being a significant source of beta-carotene, Vitamin C, protein, iron, and potassium. The leaves are cooked and used like spinach. In addition to being used fresh as a substitute for spinach, its leaves are commonly dried and crushed into a powder, and used in soups and sauces. Murungakai, as it is locally known in Tamil Nadu and Kerala, is used in Siddha medicine. The tree is a good source for calcium and phosphorus. In Siddha medicines, these drumstick seeds are used as a sexual virility drug for treating erectile dysfunction in men and also in women for prolonging sexual activity. The Moringa seeds yield 38–40% edible oil (called ben oil from the high concentration of behenic acid contained in the oil). The refined oil is clear, odorless, and resists rancidity at least as well as any other botanical oil. The seed cake remaining after oil extraction may be used as a fertilizer or as a flocculent to purify water. The bark, sap, roots, leaves, seeds, oil, and flowers are used in traditional medicine in several countries. In Jamaica, the sap is used for a blue dye.The flowers are also cooked and relished as a delicacy in West Bengal and Bangladesh, especially during early spring. There it is called sojne ful and is usually cooked with green peas and potato. Moringa trees have been used to combat malnutrition, especially among infants and nursing mothers. Three non-governmental organizations in particular — Trees for Life, Church World Service, and Educational Concerns for Hunger Organization — have advocated Moringa as “natural nutrition for the tropics.” Leaves can be eaten fresh, cooked, or stored as dried powder for many months without refrigeration, and reportedly without loss of nutritional value. Moringa is especially promising as a food source in the tropics because the tree is in full leaf at the end of the dry season when other foods are typically scarce. A large number of reports on the nutritional qualities of Moringa now exist in both the scientific and the popular literature. It is commonly said that Moringa leaves contain more Vitamin A than carrots, more calcium than milk, more iron than spinach, more Vitamin C than oranges, and more potassium than bananas,” and that the protein quality of Moringa leaves rivals that of milk and eggs. However, the leaves and stem of M. oleifera are known to have large amounts of their calcium bound in calcium oxalate crystals, which is not a form of calcium available to the body. Whether the claim of "more calcium than milk" includes this non-bioavailable calcium needs to be addressed. The oral histories recorded by Lowell Fuglie in Senegal and throughout West Africa report countless instances of lifesaving nutritional rescue that are attributed to Moringa. In fact, the nutritional properties of Moringa are now so well-known that there seems to be little doubt of the substantial health benefit to be realized by consumption of Moringa leaf powder in situations where starvation is imminent. Nonetheless, the outcomes of well-controlled and well-documented clinical studies would still be clearly of great value. In many cultures throughout the tropics, differentiation between food and medicinal uses of plants (e.g. bark, fruit, leaves, nuts, seeds, tubers, roots, and flowers), is very difficult because plant uses span both categories, and this is deeply ingrained in the traditions and the fabric of the community. - For food, overcoming malnutrition, or just improving overall health - Moringa provides extreme nourishment to the human body. As stated elsewhere on the site, Moringa is one of the few things in the plant kingdom that supplies all 8 of the essential amino acids, that sustain human life. Simply eat the leaves, flowers, seeds, and pods. - For oil - extract the oil from the seeds, for cooking, and lubrication. - For purifying water - the seeds are an excellent vehicle. - As an antibiotic - the crushed seeds are even effective against the skin-infecting bacteria Staphylococcus and the dreaded E. coli. - Skin Treatment - The healing benefits of moringa on the skin are amazing. It helps to cure cuts, rashes, sores, and scrapes. Cracking of the skin and other signs of aging are also positively affected. Most notably, teenagers have been able to cure acne in three days! - WE like the way it grows hair - in areas where you have lost it over the years! - Diabetes - Moringa is not as effective as glibenclamide, the standard drug for hypoglycemia. But pure powdered moringa leaf has been shown, within three hours of ingestion, to lower blood sugar levels. When larger doses were taken the effect increased. Another area of folklore which research supports is in cancer treatment. Moringa species have long been recognized by folk medicinepractitioners as having value in the treatment of tumors. Studies examined certain compounds for their cancer preventive potential. Recently two of these compounds were shown to be potent inhibitors of activation of lymphoblastoid (Burkitt’s lymphoma) cells. One of these compounds also inhibited tumors in mice bred to be prone to tumors. In another study, Bharali and colleagues examined skin tumor prevention following ingestion of drumstick (Moringa seedpod) extracts. In this mouse model, which included appropriate positive and negative controls, a dramatic reduction in skin tumors was demonstrated. More rigorous study is required in order to achieve a level of proof required for full medical endorsement of Moringa as, in this case, a cancer preventative plant. This tree is truly a “miracle” tree offering hope; nutritionally, medicinally and economically to devastatingly poor 3rd world countries.It has just recently begun being used as a supplement in a juice form and in powdered leaf tablets. Disclaimer: This website is for information purposes only. By providing the information contained herein we are not diagnosing, treating, curing, mitigating, or preventing any type of disease or medical condition. Before beginning any type of natural, integrative or conventional treatment regime, it is advisible to seek the advice of a licensed healthcare professional.

<urn:uuid:0b4dca41-ec35-4a11-bc89-5b3c228bcf2e>

Definition of IBD (inflammatory bowel disease) IBD (inflammatory bowel disease): A group of chronic intestinal diseases characterized by inflammation of the bowel -- the large or small intestine. The most common types of inflammatory bowel disease are ulcerative colitis and Crohn's disease. Crohn's disease favors the ileum (the lower part of the small intestine) but can occur anywhere along the intestinal tract while, by contrast, ulcerative colitis affects the colon (the large intestine) alone. The inflammation in Crohn's disease involves the entire thickness of the bowel wall, whereas in ulcerative colitis the inflammation is confined to the mucosa (the inner lining) of the intestine. The symptoms of inflammatory bowel disease include abdominal pain and diarrhea. The course is typically unpredictable. Symptoms tend to wax and wane, and long remissions and even the spontaneous resolution of symptoms are well known. The disease can be limited to the intestine or affect the skin, joints, spine, liver, eyes, and other organs. Although people of any age can have inflammatory bowel disease, the diagnosis is most commonly first made in young adults. Intestinal ulcers and bleeding are common in both Crohn's disease and ulcerative colitis. But complications such as intestinal strictures (narrowings), fistulas, and fissures (tears) are far more common in Crohn's disease than in ulcerative colitis. Small intestinal bacterial overgrowth in Crohn's disease can result from an intestinal stricture and is treated with antibiotics. Crohn's disease of the duodenum and jejunum can cause malabsorption of nutrients can cause malnutrition, weight loss, and diarrhea. In Crohn's disease of the ileum, malabsorption of bile salts can cause diarrhea and malabsorption of vitamin B12 can lead to anemia. There is an increased risk of colon cancer in ulcerative colitis. Yearly monitoring with colonoscopies and biopsies of the colon for premalignant cells and cancer is recommended for patients after 8 to 10 years of chronic inflammation of the colon. The treatment involves the use of medicines and sometimes surgery, depending upon the type and course of the inflammatory bowel disease. Effective therapy exists for the majority of cases. Narcotics, codeine, and anti-diarrheal medications such as Lomotil and Imodium should be avoided during severe episodes of colitis because they may induce a toxic megacolon.Source: MedTerms™ Medical Dictionary Last Editorial Review: 9/20/2012 Get the latest treatment options.

<urn:uuid:8324f0d4-35c9-4669-abd7-c444acd2ef19>

Take the time to research the variety of all-natural methods that can hep your organic garden flourish. Once you learn about them, they are surprisingly easy to put into place. You will need to properly lay sod. Your soil should be prepared before you lay the sod. Weeds should be removed, and you should break up the soil into a tilth. Next, you want to make the soil compacted by applying light but firm pressure. Make sure the soil creates a flat surface. Afterward, you want to make sure the soil is moistened. You should lay your sod staggered, and have the joints offset. Press the sod down firmly so that the surface is flat and even. If there are gaps remaining, fill them with a bit of soil. After two weeks of daily watering, the sod should be rooted; at this time, it is now safe to walk on it. You don’t need expensive chemicals to treat powdery mildew on plants. The best solution is mixing baking soda, a drop of liquid dish detergent and water together in a spray bottle. Spray this mix on your plants every week and the mildew should go away. No damage will occur to your plants, and the baking soda is mild and efficient. When winter arrives, you could save some plants by placing them inside your house. You may be able to save your most resistant or expensive plants. Remember to be gentle when digging up your plants; carefully dig away from the roots and gently place the plant into a container. Try to grow some wheat or cat grass around your cat’s favorite plants. Alternatively, you can try putting mothballs, citrus peel or anything else with an odor that cats find distasteful in the soil surrounding the plants. If you find that you have soil that has high amounts of alkaline, mix used coffee grounds throughout the soil. Basically, the grounds resupply the soil with acid. This is one of the most inexpensive ways to achieve this result. The greens and vegetables need the proper balance and will grow bigger and stronger with the right mix. Make a landscaping plan before you dig your first hole. That way, if you see your plants beginning to bud but can’t recall what they are, you can refer back to your plan to refresh your memory. You might end up losing small plants in a large area, because you did not water them. Carefully read and follow the instructions that come with your chemicals and tools, especially when you’re just starting to garden. If you fail to do this, you could cause yourself all sorts of injuries, the most common of which is irritated skin. Keep yourself safe and always follow instructions. Choose plants that will provide color in autumn. This might not be the reason why. Fall foliage provides for the most colorful season of the year. There are many variations in leaf color with different varieties of Maple, Beech and Dogwood trees that can give you lively yellows and deep crimsons. Shrubs such as cotoneaster, hydrangea, and barberry will also provide a splash of color in the fall. Working in your garden is an excellent way to relax yourself. There are a variety of ways to achieve a state of inner peace. Horticulture is an excellent choice for calming your mind and soul. There are numerous returns based on a very small monetary investment. The best thing you will get out of it is peace and happiness knowing that you can grow your own garden. You should protect the knees if you are kneeling in the garden. Most people can’t bend over while standing up for a long period of time. Kneeling allows you to reach your plants easily and is healthier for your back and legs. For extra comfort, purchase a knee pad for use as a cushion between your knees and the ground. Horticulture is within everybody’s reach, but you will only make the most of your gardening experience with knowledge. It is important to put these organic tips to good use.

<urn:uuid:310aa9da-d263-4def-b544-efc5d061bafd>

Foods To Improve Cognitive Skills By British Dissertation Home on Wednesday, August 1st, 2018in No Comments Like an engine needs fuel to work and perform all its functions, simultaneously, our body also needs fuel to work properly. The food we eat is the fuel for our body; it affects our health and plays a significant role in improving our day to day activities. Your diet can make you achieve fitness goals as well as improve your cognitive performance. People who commit to a healthy diet are the smartest and the most intelligent individuals because they know that eating a well- balanced diet will improve their sense of mental and physical well-being. Undoubtedly, it is hard to deter yourself from eating junk and unhealthy foods but once you learn to have control over your cravings you will be able to avoid unhealthy foods easily. Eating a healthy diet is the key to lead a healthy and happy life, as it never allows your body to get ill or sick and to catch viruses and bacteria. It does not only keep your body healthy but also make you look beautiful and sharpen your mind which you need to lead a successful life. Students often neglect their diet because of their busy and hustling routine. Students must never miss workout sessions even if they have to complete their pending dissertations. For completing their dissertations on-time they must avail the cheap dissertation writing services UK to save their time and energy. They eat inorganic and harmful foods to stay active while studying which is the worst thing for their health. Some of the foods that can actually improve your cognitive performance are suggested below. Nuts can improve several body functions which include healing, cognition, and learning. From improving memory to repairing deteriorating cells, they have a profound impact on the working of the brain. They are rich in fiber and omega-3 fatty acids, and antioxidants which prevent the brain from infections and diseases and improve its overall performance. Nuts also play a significant role in improving your sleep quality by reducing stress and stress from the mind. Fish holds the top position in the list of the brain-boosting foods. It is an outstanding source of omega fatty acids and proteins which are required by our brain to function properly. It is also a significant source of vitamin B-12 which is really effective in improving the signal transmission in brain cells. The mood-boosting neurotransmitter present in the fish is very good for the stressful person because it reduces the stress level in the brain and stimulates the production of ‘happy hormones’ which are really effective in making you feel happy and uplifted. Berries are considered the powerhouse of antioxidants which are loaded with fiber, vitamins and other important nutrients that are significant for the activity of the brain. It not only prevents your brain from age-related cognitive decline but, also improves the overall activity of the brain. The particular flavonoids present in the berries are very helpful in improving your decision-making skills and also play an essential role in improving your retaining power. People who want to improve their memory and learning power should include berries in their diet regime. If you don’t believe in the power of brain-boosting foods then, you must eat some of them on a regular basis. In just a few days you will notice an improvement in your cognitive functions.

<urn:uuid:334048dc-d4da-4fe5-85e5-bcbb229ecf55>

Improving students’ computer literacy, instilling a critical approach to Internet resources and preparing them for collaborative work are important educational aims today. This article examines how a writing exercise in the style of a Wikipedia article can be used to develop these skills. Students in an elective unit in Comparative Law were asked to create, and review, a Wikipedia entry on an issue, concept or scholar in this field. This article describes the rationale for adopting this writing task, how it was integrated into the teaching and assessment structure of the unit, and how students responded to the exercise. In addition to critically evaluating the potential of this novel teaching tool, the article aims to provide some practical guidance on when Wikipedia assignments might be usefully employed. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. "Engaging with the World: Students of Comparative Law Write for Wikipedia," Legal Education Review: Vol. 19 , Article 4. Available at: http://epublications.bond.edu.au/ler/vol19/iss1/4

<urn:uuid:5facd7cd-36e9-4ea3-a960-59733390cec6>

Massachusetts General Hospital Develops Improved Optical Imaging Technique That Enables Better Heart Attack Prediction A team of scientific researchers led by Massachusetts General Hospital with support from the US National Institute of Biomedical Imaging and Bioengineering (NIBIB) has developed an improved optical imaging technique that found differences between potentially life-threatening coronary plaques and those posing less imminent danger for patients with coronary artery disease. Their method may give cardiologists additional data to identify patients at higher risk of future heart attacks and help them improve medical therapy. Currently, coronary artery disease is the most common type of heart disease in the United States and also globally. It is caused by deposits of atherosclerotic plaques within coronary arteries that supply blood to the heart muscle. Atherosclerotic plaques are accumulated, lipid-rich (fatty) material and calcifications in the vessel wall, and cause the inside of the arteries to stiffen and become restricted over time. Typically, the most common symptom of coronary artery disease is angina, which causes chest pain or discomfort during physical exertion because the plaques restrict blood flow and oxygen supply to the heart muscle. Also called stable angina pectoris, this condition may weaken heart function over time, but does not usually cause a sudden heart attack. But when the fibrous cap covering a lipid filled atherosclerotic plaque ruptures and releases the plaque content into the vessel, a blood clot can result that blocks the coronary artery and causes a heart attack . This abrupt, life-threatening condition is called acute coronary syndrome. Cardiologists would like to be able distinguish stable coronary plaques from those prone to rupture. Dr Behrouz Shabestari, Ph.D., director of the NIBIB program in Optical Imaging and Spectroscopy told Thailand Medical News "This research relies on the latest optical imaging techniques to systematically categorize plaques as indicators of coronary artery disease .The technique could be a game changer for cardiologists and their patients, offering refined insight into coronary arterial atherosclerotic lesions with quantifiable imaging data." The study team is led by Dr Brett Bouma, Ph.D., professor of dermatology and health sciences and technology, Wellman Center for Photomedicine, Massachusetts General Hospital and Harvard Medical School, Boston. In a study published in the Aug. 8, 2019 issue of JACC: Cardiovascular Imaging, Bouma's team investigated the polarization properties of coronary atherosclerotic plaques in 30 patients with coronary artery disease, searching for indications of plaque instability. Optical imaging distinguished seven categories of coronary arteries, from left: normal, fibrous, fatty, calcified, thick cap, thin cap, ruptured cap. Credit: Otsuka, K. et al. J Am Coll Cardiol Img The researchers gathered data using intravascular polarimetry, a technique for assessing the polarization properties of c ross-sections of vascular tissue. The electric field of polarized light creates a wave signal along a single plane (such as vertical or horizontal). When it is directed at tissue, the electric field is influenced by the microscopic structure and organization of the tissue. Tissues rich in collagen and smooth muscle cells split the beam of light into two rays that diverge into slightly different directions. The researchers could distinguish coronary plaque composition and stability based on the optical effect. Patients in this study underwent cardiac catheterization including intravascular imaging with optical coherence tomography, to measure the polarization properties of the coronary artery wall. Intravascular imaging uses light in the near infrared range to acquire high-definition, cross-sectional images of the vessel wall. Twelve catheterizations were performed on patients who had been affected by acute coronary syndrome the higher risk form of the disease, and another 18 on patients with symptoms of stable angina pectoris. The thirty catheterizations provided multiple plaque images for each procedure, including 342 cross-sectional plaque images and 244 images from the fibrous caps of the atherosclerotic lesions responsible for high risk or stable symptoms. The high-resolution images enabled the researchers to classify coronary cross-sections into one of seven categories: normal, fibrous, fatty, calcified, thick cap, thin cap, or ruptured cap. Then, the team used the specialized instrument to determine the polarization properties of the coronary arterial wall. Dr Brett Bouma further commented, "This is the first-in-human pilot study of intravascular polarimetry. Noting that fibrous caps of plaques that are prone to rupture can now be reliably identified using the method. Intravascular polarimetry may open new avenues for studying plaque composition and detecting high-risk patients." Reference : Kenichiro Otsuka et al. Intravascular Polarimetry in Patients With Coronary Artery Disease, JACC: Cardiovascular Imaging (2019). DOI: 10.1016/j.jcmg.2019.06.015

<urn:uuid:4b67b3b1-bb66-4629-a19d-0a01c4610050>

Greg Moes, November 2016 Discussion: Greg told us that the farm was homesteaded in 1874. What is a homestead? What possible challenges would a person homesteading face? How did homesteading contribute to the growth of SD? Content Standard & Question: 4.US.1.1. Students are able to explain factors affecting the growth and expansion of South Dakota. - Explain the impact of homesteading on the growth of South Dakota. Homestead Act. Core Standard & Question: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. - If MoDak dairy had 7 calves each day this week, how many calves new calves were born this week total?

<urn:uuid:fa329bde-efb1-4350-8574-00ef6f33c29d>

The United States, a nation of immigrants, has a love-hate relationship with newcomers. Despite its reputation as an international melting pot, only 7.9 percent of the country's population was born overseas, compared with 22.7 percent of Australia's, 18.5 percent of Switzerland's, and 16.1 percent of Canada's. Not surprisingly, the immigration system is set up to benefit the United States--only a small percentage of the people who would like to come here are allowed in, and only a tiny fraction of the ones who make that cut are allowed to stay indefinitely. In the 1996 fiscal year, almost 23 million foreigners entered the United States on tourist visas, 418,117 on student visas, and 227,440 as temporary workers with extremely restricted temporary work visas (most are seasonal workers--only 65,000 people are allowed in annually as "persons in a specialty occupation"). In FY 1996, 915,900 people received an immigrant visa (a "green card"--it's actually pink), which makes them eligible for permanent residence and most of the benefits of citizenship, with the important exception of the right to vote. Who Gets a Green Card? In 1996, 596,000 people--65 percent of all green-card recipients--were "family-sponsored immigrants." About half were immediate relatives of U.S. citizens (spouses: 56 percent; parents: 22 percent; and children: 21 percent), and the rest were "family-sponsored preference immigrants"--spouses and children of alien residents, siblings (and their families) of naturalized citizens and their families, and adult sons and daughters (and their families) of naturalized citizens. Homosexuality ceased to be grounds for exclusion from the United States in 1991, but since gay and lesbian couples cannot legally marry in this country, there is currently no legal way for them to benefit from family-preference laws. Employment-based preferences account for an annual minimum of 140,000 entrants of whom a maximum of 10,000 may be unskilled workers. There are basically five categories of work-related "preferences": skilled workers, priority workers (including "multinational executives or managers" and "outstanding professors or researchers"), "professionals with advanced degrees," investors or employment creators, and unskilled workers. Since 1991, there has been an annual lottery for "diversity" immigrants, designed to allow citizens of countries with low levels of emigration to the United States to jump the queue. (Such countries are currently defined as those with fewer than 50,000 emigrants to the United States in the previous five years.) The 1999 lottery, with 55,000 green cards up for grabs, closed Nov. 24, 1997. (This page provides more details.) The dates for next year's diversity-visa lottery haven't yet been determined. Within these complex categories, there are national quotas to ensure that no country can take up more than 7 percent of the annual green-card allocation (though some family-reunification categories are exempted from this limit). What's the Difference Between a Resident Alien and a U.S. Citizen? Until recently, millions of green-card holders were content to live in the United States as resident aliens. But of late, lawmakers have indicated a change of attitude toward legal immigrants, and this has affected the number of applications for citizenship. A 1996 federal welfare law separated rights from entitlements, denying legal immigrants access to government housing and welfare while still requiring them to pay taxes. This loss of benefits has almost certainly precipitated the jump from the long-standing annual average of 300,000 citizenship applications to 1.6 million in 1996. (Immigration and Naturalization Service estimates show that 5.8 million of the 10.5 million green-card holders resident in the United States in 1996 were eligible to apply for U.S. citizenship.) I Won the Lottery. How Do I Become a Citizen? Candidates for citizenship must 1) be 18 or older; 2) have resided in the United States continuously for five years--or three years if married to a U.S. citizen--(short absences are OK); 3) demonstrate the ability to speak English, and a basic knowledge of American history and government (click here to see if you pass the test); and 4) be of "good moral character." Candidates must submit a set of fingerprints for review by the FBI. The increase in citizenship applications has led to longer processing periods and, according to critics, to some immigrants being wrongly naturalized. In May 1997, an INS audit of the 1.1 million people who were granted citizenship between September 1995 and September 1996 revealed 4,946 cases "in which criminal arrest should have disqualified an applicant or in which an applicant lied about his or her criminal history." A more recent press release from the INS suggests that the agency has made a "dramatic turnaround" as a result of new policies initiated last June. Evading the System According to INS estimates, 300,000 illegal immigrants come to the United States each year, and there were 5 million illegal immigrants living in the country in 1996. About 2.1 million of this group are "nonimmigrant overstays," that is, people who entered the country legally on a temporary basis and didn't go home. Most illegal immigrants, an estimated 2.7 million, come from Mexico, but only 16 percent of Mexican illegal immigrants are overstays, compared with 26 percent of those from other parts of Central America and 91 percent from all other countries. The INS deported 111,794 "criminal and other illegal aliens" in 1997, and recent changes in the law, summarized here, establish new grounds for denying admission to the United States. For example, nonimmigrant overstays can now be denied readmission for up to 10 years. Access to jobs attracts illegal immigrants. Although the INS negotiated its largest work-site settlement last year, when a Texas restaurant chain agreed to pay a $1.7-million fine for hiring and employing illegal immigrant workers, critics claim that Congress doesn't do enough to punish employers who make extensive use of illegal labor. Unscrupulous employers see these workers as more manageable and less likely to complain. Despite regulations that punish employers who knowingly employ them, pressure from business groups like the National Federation of Independent Business and the National Restaurant Association scuttled an attempt to include computer verification of employee eligibility in the 1996 immigration bill. What About Refugees? A fact sheet prepared by the State Department's Bureau of Population, Refugees, and Migration outlines the U.S. refugee policy. Around 120,000 refugees are allowed into the country each year if they flee their country "due to persecution or a well-founded fear of persecution because of race, religion, nationality, political opinion, or membership in a particular social group." Recent changes in the law prohibit asylum applications from persons who have been in the United States for more than a year. Cuban pitchers are also offered refuge--unless they can get a better deal in the Bahamas, of course.

<urn:uuid:520b9763-6c30-4887-bbfe-87654509da57>

Antiracist Activism for Teachers and Students/White Activists White antiracist activists are white people who challenge racial oppression in society either by their participation in established social justice organizations or through individual efforts, or both. There are white people working for racial justice in all parts of the U.S. and the world but relatively few are well known by the general public or within the academic community. Some white antiracists in the U.S. have national prominence such as Morris Dees, Anne Braden, and Tim Wise. But there are many other white people who use their white privilege to challenge racial oppression at the individual or institutional level in cities and states across the nation. Included below are the names of some who live and work in western Massachusetts, specifically in the area known as the Pioneer Valley. - Derman-Sparks. L. and Ramsey, P. G. (2006). What if all the children are white? Anti-bias multicultural education with young children and families. New York: Teachers College Press. - Tatum, B. D. (1994). Teaching white students about racism: The search for white allies and the restoration of hope. Teachers College Record, 95(4), 462-476. - Thompson, B. (2001). A promise and a way of life: White antiracist activism. Minneapolis, MN: University of Minnesota Press.

<urn:uuid:979a3a74-510a-478b-abb7-6f20a332000c>

Audio playback from a digital source is similar to telling a joke: timing is critical. Consider an average digital audio setup: the computer sends an audio file as a digital binary stream along a USB cable to a DAC that then converts that signal from digital to analogue. The mental abstraction of ones and zeroes can help. Each bit (one or zero) must arrive at precisely the right time at the D/A converter for it to conduct a ‘perfect’ decode to analogue. If a bit arrives early or late, we get jitter. And in sufficient quantities jitter is audible. With more extreme cases of jitter we might hear momentary clicks or warbles. (Side note: the frequency distribution of jitter gives us a more complete picture; does jitter occur more in the lower frequencies than the higher frequencies? Or vice versa? Or is it spread randomly across the frequency spectrum?) But wait – it’s not ones and zeroes that travel down a USB cable but a series of varying voltages that represent those ones and zeroes. If the voltage tips beyond a prescribed level, the DAC receiver chip sees a one. If the voltage falls below another prescribe level, the DAC sees a zero. To ensure proper visibility to the DAC, each voltage is held in place for short time before moving to the next. It’s what we call a square wave. If we need a one followed by a zero, the post-hold transition isn’t instantaneous. The voltage takes a vanishingly short amount of time to transition from one level to the other. If the time taken is either too short or too long we get a timing error: jitter. This is why the notion of ones and zeroes is only an abstraction. In reality, there is no discrete digital signal streaming along our USB cable. It’s a continuous analogue representation of that digital signal; and it is therefore subject to the disturbances that affect any other analogue signal e.g. EMI/RFI. This digital-as-analogue transmission method is (probably) why some USB cables sound different to others; naysayers who would explain away these differences as an impossibility because it’s “just ones and zeroes” now find themselves on theoretically shaky ground. Turning up the tremor magnitude is lack of direct experience: have our naysayers actually heard the USB cables in question or do they opine purely on the basis of their rigidly held, theoretical preconceptions? Nearly every audiophile starts out this way. “Speaker cables? Make a difference to the sound? Puh! Pull the other one, Giles!” The cable cherry is usually popped when our cable refusenik swaps out loudspeaker cables and/or interconnects for the first time. Disbelief is swiftly replaced by WTF, which later morphs into questions of why. Being analogue cables, the applied mathematics of capacitance, inductance and resistance is reasonably easy to intuit even if it’s not fully understood to the letter. And yet such mathematics is just as relevant to our ‘digital’ cables whose signals also operate in the analogue domain. For this reviewer, the USB cable wake-up call first came from Light Harmonic’s LightSpeed USB cable (reviewed here) and then, later, from TotalDAC’s D1 cable (reviewed here). S/PDIF cable differences were driven home by Chris Sommovigo’s Black Cat Veloce. A full understanding of the whys and hows isn’t yet mine but mentally reframing digital cables for what they really are – transmitters of analogue signals – helps us better align theory with reality. Once the notion that digital is simply a matter of ones and zeroes is dispensed with, we have a slightly different outlook on the digital audio transmission world. Then comes the argument that the DAC will resolve all data arrival-timing errors by first buffering them and then re-clocking them before sending them onto the decoder chip. That’s a nice idea in theory but experience tells us otherwise. Why does an Antipodes DXe sound different to a MacMini when feeding, say, an AURALiC Vega? Same DAC, same USB cable but different results entirely. And changing the USB cable brings yet further changes to the resulting sound quality. These empirical results fly in the face of the idea that the DAC will smooth away jitter with its buffer and re-clocking. Those who hear these results first hand and drop real cash in accordance with their findings can’t all be imagining things – they can’t ALL be crazy! Clearly something else is going on. I have questions. Do USB cables act as aerials? Do they introduce different levels of EMI/RFI into the DAC? Does this electrical noise disturb the DAC’s internal clocks? Clearly, these are questions for an engineer to answer. And if our engineer is unable to explain a sonic delta, we’re either asking the wrong question, the wrong engineer or both. History tells us that hearing and accepting that differences between cables do exist comes first. The collective understanding of why often arrives later. I don’t want to get hung up on USB cables – acceptance of difference is already on its way to permanence in the audiophile lexicon. It wasn’t always this way. Even as late as 2010 hostility towards ‘audiophile’ USB cables was strong. In 2014, the new frontier of acceptance is Ethernet cables; an area of digital audio transmission where scepticism remains rife. In the appropriately numbered KIH #13, Srajan Ebaen tackled the issue from the side. “Are you keeping an open mind or being taken for a fool?” he asked. Many an audiophile sceptic would have us believe that plonking down anything more than Monoprice money on an Ethernet cable is to be had by snake oil charmers. Maybe they’re right, maybe they’re not. Without actual listening no opinion, no matter how forthrightly expressed, can be considered definitive. Besides, this Blue Jeans Cable editorial reminds us that many a CAT 6 cable doesn’t even meet the standard’s specifications. Have we not been here before with USB wire? It is my intention to tackle the Ethernet cabling issue head on. Does swapping to a different model change sound quality? Last week I asked via DAR’s Instagram, Twitter and Facebook channels the following: “Can swapping out something as seemingly benign as an #Ethernet cable change the sound of a system?” The Instagram responses were as follows: It seems our respondents are happy with the idea that interconnects and speaker cables can make a difference but Ethernet, it’s “Nothing but snake oil, mate”. Proclamations of snake oil were also present in the ensuing Facebook conversation: Ralph’s comment tries to make leverage from the idea that a buffer will ultimately sort out any timing errors as long as it receives all the data. Bart’s comment shows similar levels of scepticism: Hard to blame people who maintain guard against claims that Ethernet cables can make a difference to sound. It’s when minds remain steadfastly locked shot that broader acceptance of an idea – should it have some validity – comes to a halt. Pete sounds similarly sceptical but there’s an open mindedness to his tone: Malachi is an occasional contributor to this site. His social media style can sometimes be seen as combative. No change here, even though he comes in swinging for Team Difference: Before wrapping Part 1 (of 3 articles) on this subject know that I’ve heard Ethernet cables make a positive difference to sound quality at two separate AudioQuest demos on two separate continents this year alone. I’ll detail those in Part 2 with home listening results to follow in Part 3. However, the final word goes to Chris who drops a modicum of engineering reasoning into the argument: Food for thought. Thank you, Chris. Further information: AudioQuest

<urn:uuid:e1b34689-d0ef-48f9-9b9a-fbe7b07dd1f6>

Historical Map of the United States / The World. 1959 (undated) 35 x 26.75 in (88.9 x 67.945 cm) 1 : 7040000 This is a 1959 R.L. McCollister pictorial map of the United States. The map depicts the continental United States from the Pacific Ocean to the Atlantic Ocean and from the Canadian border to the border with Mexico and the Gulf of Mexico. Illustrating the history of the United States from Ponce de Leon's arrival in Florida to Coronado's exploration of the Southwest in 1540 and the Pilgrims 1620 landing at Plymouth Rock in Massachusetts to the Wright Brothers first flight a Kitty Hawk, North Carolina, a rather comprehensive image of American expansion is presented. Events from the American Revolution, the Mexican-American War, the Civil War, and beyond are depicted in vignettes and labeled. The date when each state was incorporated into the Union are given along with key events in each state. Around the map are several intriguing details. An 'inset' depicts three important invention in American history, Samuel Morse and the invention of the telegraph, Thomas Edison and the inventions of the light bulb and the phonograph, and Alexander Graham Bell and the invention of the telephone. Another inset map, along the right side in the Atlantic Ocean, illustrates the original thirteen colonies. An inset map, near the lower-left corner, presents the territorial growth of the United States, allowing for an understanding of how the United States achieved the feat of stretching from the Atlantic to the Pacific. At the top of the map, depictions of the Revolutionary War, including General Washington, the Westward Expansion, incorporating a covered wagon being pulled by oxen, and the War Between the States, presenting a charge of the Union Army, presents a striking visual representation of American history. Along the bottom border, the visual effects continue, from the arrival of the Pilgrims on the right, to the luxuries of modern American life on the left, featuring both steam and diesel train engines, a large ocean liner, a car, a bus, a Lockheed Super Constellation, and a soldier in uniform. Above the map, a 'Chronology of Important Historical Events since the Discovery of America is included, with events dating from1492 until 1952. Above that list of events is another list of events specifically from the 1950s, which begin in 1951 and end in March, 1958. On the verso, one finds a map of the world, which labels the U.S.S.R, French West Africa, Tanganyika, Rhodesia, and Yugoslavia, among others. Each country is shaded a different color to allow for easy identification. Around the border of this map, four vignettes depicting important moments in American history are presented. The first illustrates the signing of the Declaration of Independence, followed by General John J. Pershing leading the A.E.F. (American Expeditionary Forces) in WWI, Presdient Franklin Roosevelt signing the Declaration of War bringing the United States into World War II and the United States atomic bomb development. Forming the border of the verso are the portraits and short biographies of American presidents from George Washington to Dwight Eisenhower. The map on the recto was created by R. L. McCollister and the map on the verso was copyrighted by the Geographical Publishing Company. The maps were published by New England Homestead Magazine in 1959. Very good. Closed margin tears professionally repaired on verso. Closed tear extending three and one half inches into printed area from bottom margin professionally repaired on verso. Light soiling. World Map and portraits and biographies of American presidents on verso.

<urn:uuid:9686ca44-4719-4ab9-8f16-680dad0ddc1d>

Test for variances and precision in your data with an IF function —by Frank Kuhn Microsoft Excel 97/2000/2002/v. X/2003 Microsoft Windows, Macintosh Suppose you need to check whether two values are close—not necessarily the same—but at least within a degree of variation. Perhaps you can allow some variation due to differences in decimal precision and rounding; or it might be that you’re testing for va-riances and tolerances in your data. For example, you may want to know if your monthly sales are within 10 percent of your goal. Or, you may want Excel to alert you if blood test results show a large deviation from an earlier test, which may signify a health concern. In any event, you’d want Excel to alert you to any wild deviations. In the article “Crosscheck row and column totals using an error message,” in our February 2005 issue, we discussed how you can use IF functions and an error message to ensure that column and row totals equal each other. You can use a similar technique to check for variations between data, as well as alert you to deviations that exceed the limits you set. In this article, we’ll show you how to use the IF function to do so. Tracking acceptable deviations in your data To start you off, we’ll first show you how to use an IF function in conjunction with an error message to alert you to a significant deviation between two sums caused by differences in rounding or decimal precision. Then, we’ll expand this concept by show-ing you how to use the same technique to signal you when data exceeds the limits you define. Using IF functions and error alerts to check decimal precision It’s possible for your column and row totals to differ ever so slightly from one another because Excel uses binary operations, which are mathematics based on 0 and 1, instead of using mathematics based on decim-als. You don’t need to know the details of binary op-erations, but you should realize that it may cause subtle variations in your data. This variance isn’t a probl

<urn:uuid:7899c971-877c-42fe-b412-cc9277f9f32e>

The value of digital technology Digital technology comprises digitized information and technology, and it is represented by the binary code (0-1) and bits of words and images. Digital technology includes electronic devices and software used to compress, store and transmit information. Digital tools include websites, email, social media, mobile telephones, search engines, video-call apps, blogs, and other online apps. These digital tools can help the firm to improve efficiency, strengthen its competitive position, advance communication, polish the quality of its products and improve the working environment. Let us imagine how firms used to manage their operation before the age of dot.com, where activities were mostly manual, took longer to deliver and had a limited scope of influence. However, in the modern digital environment, running a business becomes simple, accessible, easy to manage, requires fewer resources and impactful. These advantages can show us the real value of digital technology. Digital technology increases customer experience Digital technology becomes essential for firm success, as it empowers the enterprise to communicate with stakeholders, search the market, advertise and sell products online and increase customer experience. Customer experience is at the heart of any digital technology, which influences how the customer engages and interacts with business offers. Technologies have changed the business game, as through enabling online marketing and sales. Besides, technologies empower businesses to develop customers including, discovering, attaining and growing customers. Also, startups, with the help of technologies, can test their products with customers in the market before they launch them. Technologies help firms to analyze data and innovate products, as through spotting market gaps and creating unique solutions. Moreover, firms can use digital technology to improve customer satisfaction, increase reach out to customers and enhance customer engagement. Digital technology improves core operations Digital technology helps businesses to manage operations, as through connecting people, improving processes and improving performances. Technologies help firms to improve performances for sales and marketing, human resources, operation and finance. A firm uses digital technology to increase productivity and efficiency by connecting people, improving the processing of activities and increasing outputs. Digital technology allows analyzing customers’ needs and developing products that customers want. Also, online sales and marketing have helped businesses to reach out to customers massively and improve sales. Technologies are significant to manage production, control quality and handle inventories. Yet, it helps to manage human resources, i.e. by easing processes of acquiring, developing and managing people, and finance by managing profitability and cash flows. Last, digital technologies that provide emails, networks and communication tools, have been impacting communication between staff and outside. Digital technology makes values With the existence of internet technology, several online businesses have become successful including, Google, Whatsapp, Facebook and more. Technologies ease market research, help to spot challenges and create solutions. Also, technologies enable testing solutions and making value propositions, which customers want. Unique values that, include a collection of product benefits and features, can only be made with the support of some technological tools and platforms. Digital technology requires discrete capabilities Digital capabilities are a set of skills that a firm has to build and operate digital technology. Firms should assess their digital capabilities, identify skill gaps and plan for improvement. Digital capabilities comprise five distinct knowledge areas, including ICT proficiency, information literacy, digital creation, digital communication and learning. ICT proficiency describes the proficient use of ICT-based devices and applications, and information literacy presents the capacity to find, check, organize and communicate digital information. Digital creation shows the ability to design and create writing, imaging, audio and video materials, and digital communication illustrates the capacity of sharing information in digital media. While digital learning explains the ability to learn from digital resources. This article is extracted from my new book- Mastering Enterprise Skills for Potential Entrepreneurs, which can be found in The Book. If you want to receive more information about the book and our activities, you can register in our newsletter by using this link. Munther Al Dawood Join our newsletter My author’s page on KDP

<urn:uuid:f5110b36-22d2-4f89-afa8-ab8542ad1978>

KL8Penck lecture by Robert G. Hilton |Convener: Andreas Lang| / Wed, 30 Apr, 12:15–13:15 Orogenesis as a carbon dioxide source or sink? New insights from the organic carbon cycle of Taiwan Robert G. Hilton Department of Geography, Durham University, Durham, UK, [email protected] Mountain building can promote the sequestration of atmospheric carbon dioxide (CO2) by the erosion of organic matter from the terrestrial biosphere (OCbiosphere), and its transport in sediment-laden rivers to sedimentary deposits. However, erosion and exhumation can expose rock-derived organic carbon to chemical weathering. Oxidation of this petrogenic organic carbon (OCpetro) is a source of CO2 which is very poorly constrained. Here, the OC budget of a mountain belt is quantified to better understand whether erosion in mountain belts results in a net source, or sink of CO2. The erosion, transport and offshore fate of OCbiosphere has been tracked through mountain river systems in Taiwan, using a suite of elemental (C, %), stable isotope (δ13C) and radiocarbon (Δ14C) measurements. During floods at high suspended sediment concentrations, OCbiosphere and OCpetro is transferred rapidly to the deep ocean. Marine sediments show evidence for efficient, long-term preservation of OCbiosphere. Large amounts of terrestrial OC and sediment are also delivered to the surface ocean, dispersing OC over a larger area. Marine sediments sourced by this delivery mechanism have C, δ13C and Δ14C values which suggest >70% of the terrestrial OC is preserved offshore. To quantify OCpetro oxidation rates in mountain catchments, the trace element Rhenium (Re) is used as a proxy. Existing measurements of physical erosion in Taiwan rate also allow the controls on OCpetro oxidation to be assessed. Re is associated with OCpetro in rocks and following oxidation during chemical weathering forms a soluble anion which contributes to the dissolved load of rivers. Soils in Taiwan confirm that Re loss is coupled to OCpetro loss during weathering, and so the dissolved Re flux is used to provide a first order estimate of the corresponding release of CO2 in river catchments. OCpetro oxidation increases with erosion rate. It is likely that the OCpetro oxidation rates estimated from dissolved Re flux are an upper bound. Nevertheless, the estimated CO2 release from Taiwan by OCpetro oxidation does not negate the estimates of CO2 sequestration by burial of OCbiosphere offshore. The findings from Taiwan are compared to OC transfers estimated for the Himalaya, where OCpetro oxidation in the mountain belt remains unconstrained. Together, these cases suggest that mountain building in the tropics can result in a net sink of OC which sequesters atmospheric CO2.

<urn:uuid:21a8c2b4-e1fd-42b1-8ea6-1280e0d009d2>

by AMNH on Jim Webster leans over a worktable coated with pliers, wires, and scraps of material, plucking a small, sealed capsule of white gold-palladium alloy out of the ordered chaos. Inside the capsule rests 50 milligrams of crushed stone and liquid, a combination that Webster, a curator in the Department of Earth and Planetary Science within the Division of Physical Sciences at the American Museum of Natural History, uses to understand why some volcanoes erupt explosively. In his lab on the fourth floor of the Museum, Webster designs experiments to study the processes that caused such explosive volcanic eruptions as Mount St. Helens in 1980, Pinatubo in 1991, and much older volcanoes like Mt. Mazama. More commonly known as Oregon’s Crater Lake, Mt. Mazama is an ancient volcano that explosively erupted nearly 7,000 years ago, eventually spewing so much magma, gas, and ash that it collapsed on itself, leaving a crater where the mountain had stood. In his experiments, Webster uses samples from this ancient explosion that are compositionally equivalent to eruption stages at Mt. Augustine, Mt. St. Helens, and Mt. Pinatubo. by AMNH on Would you trust a robot surgeon? Strap your kids into a driverless car? In this podcast, join Michio Kaku, physicist and author of the bestselling book, Physics of the Impossible, as he offers his predictions about how today’s emerging technologies will shape the future. Dr. Kaku’s talk, “Physics of the Future,” was recorded at the Museum on May 9, 2011. by AMNH on Is it true that children face an uphill battle at the beginning of every school year to regain ground lost in the lazy days of summer? Yes and no, says Rob DeSalle, curator of the exhibition Brain: The Inside Story. “The fact of losing what you’ve learned during the school year is fairly well known and well researched,” says Dr. DeSalle, citing a Johns Hopkins University study that showed children in general “lose” one to two months of learning, especially in math, over the summer. “It’s not a myth. But it’s not as extreme as people think and it’s’ not insurmountable.” One way to keep brains active before school resumes is to challenge children with a late-summer reading list, says DeSalle, a Museum curator who conducts research in the Sackler Institute for Comparative Genomics. The John Hopkins study showed, for example, that children in more affluent socio-economic groups fared better in reading because they tended to have more access to books. Games that involve counting and strategy can also stimulate neural pathways. Visitors to Brain: The Inside Story, which closes August 14, can test their ability to strategize and plan ahead, as well as other critical functions, in brain-teasing interactive exhibits, several of which are described by DeSalle in the video below. by AMNH on The human brain is constantly adapting as neural networks rewire themselves in response to new experiences, such as learning different skills or even recovering from trauma such as a stroke. For example, stroke patients who lose their ability to speak can often regain the skill with intensive training, which reestablishes new networks in the healthy parts of their brains. Learn more about the brain’s plasticity and experience it first-hand through interactive games that enhance hand-eye coordination by visiting Brain: The Inside Story, open now through Sunday, August 14. In the video below, Curator Rob DeSalle discusses how brains change throughout a lifetime.

<urn:uuid:60f76c13-83ec-4dd8-8395-0f9147591be5>

Written by Joshua Krause for Ready Nutrition It’s no secret that sugar is incredibly bad for you. The typical American diet, which probably has more added sugar than any national diet in the world, is known to cause obesity, heart disease, diabetes, high blood pressure, liver disease, tooth decay, nutrient deficiencies, and of course, cancer (and that’s just the short list). Cancer in particular, has been connected to sugar consumption for some time now, by both mainstream and alternative medicine. Plenty of theories have been posited to explain the precise mechanism for how sugar fuels cancer growth, and it seems that modern science has just discovered another compelling link. A study conducted by Lorenzo Cohen at the University of Texas was recently published in the Cancer Research journal. It found that sugar influences a metabolic pathway called LOX-12, which affects how cancer spreads in the body. This is big news, because as Cohen noted in an interview with NBC, “The majority of cancer patients don’t die of their primary tumor. They die of metastatic disease.” They discovered this link after feeding mice copious amounts of sugar. Cohen’s team used mice for their study but say they took many steps to make sure the process was as close as possible to what happens in people. They fed sugar to the mice in doses very similar to what Americans eat every day, and they used mice that are genetically predisposed to breast cancer in much the same way that many people are.While all forms of sugar contributed tumor growth, it was fructose that had the biggest effect. Mice that were fed the most fructose had stronger LOX-12 pathways, and as a result, grew the largest tumors. Considering that there is significantly more high fructose corn syrup (which is 55% fructose) in the American diet today than there was a few decades ago, this may explain why the United States has one of the highest cancer rates in the world. They fed mice four different diets that were either heavy in starch or heavy in different types of sugar. “A human study reported that dietary sucrose/fructose/glucose but not starch is associated with increased risk of breast cancer,” they wrote in their report. When the mice were six months old, 30 percent of those fed a starch-dominant diet had breast cancer. But half the mice that had been fed extra sucrose had breast tumors. And the more sugar they were fed, the bigger the tumors grew. What the study didn’t address however, is the relationship between naturally occurring sugars and cancer, or if there’s any link there at all. Fructose is of course, commonly found in fruit, and in smaller amounts, certain vegetables. That’s one of the reasons why representatives for the food industry claim that their sugary drinks and candies are relatively safe for human consumption. Lorenzo Cohen stated that it’s simply a matter of quantity, since our bodies only need sugar in small amounts. “We need glucose. We need sugar. It is an energy source and we need it to live. We refine sugar that’s extracted from its source and consumed in extremely high quantities.” On the other hand, the way these sugars are delivered to our bodies may be just as important as their quantity. While it’s true that the sugar in a candy bar is made of the same glucose and fructose as the sugar in fruit, it’s also wrapped up in fiber and other nutrients when found naturally in food. This serves to significantly slow down the absorption of sugar in our digestive tract. So if you only ate sugar from natural sources, not only would you be eating less sugar since those foods usually don’t contain nearly the same amount found in processed foods, but that small dose of sugar would also be delivered to your body at a much slower rate. There’s a good chance that this LOX-12 pathway would be exposed to a negligible amount of sugar, if we stuck to a strictly natural diet. Though the study doesn’t address the difference between natural and added sugar, it does sound like added sugar is the real culprit here. The recommended amount of added sugar for any diet, is no more 6 teaspoons a day for women and 9 teaspoons for men. Even when Cohen fed the mice an equivalent to those small amounts, it still contributed to tumor growth. So it’s very possible that no amount of refined sugar is safe. The human body is simply not built to digest it in a healthy manner, and cutting it out of your diet should be your highest priority if you want to reduce your cancer risk. Joshua Krause was born and raised in the Bay Area. He is a writer and researcher focused on principles of self-sufficiency and liberty at Ready Nutrition. You can follow Joshua’s work at our Facebook page or on his personal Twitter. Joshua’s website is Strange Danger

<urn:uuid:623e86bc-e301-422c-a8e6-15552fcee7bc>

Click here to see this page in other languages: Chinese Research Culture Principle: A culture of cooperation, trust, and transparency should be fostered among researchers and developers of AI. Competition and secrecy are just part of doing business. Even in academia, researchers often keep ideas and impending discoveries to themselves until grants or publications are finalized. But sometimes even competing companies and research labs work together. It’s not uncommon for organizations to find that it’s in their best interests to cooperate in order to solve problems and address challenges that would otherwise result in duplicated costs and wasted time. Such friendly behavior helps groups more efficiently address regulation, come up with standards, and share best practices on safety. While such companies or research labs — whether in artificial intelligence or any other field — cooperate on certain issues, their objective is still to be the first to develop a new product or make a new discovery. How can organizations, especially for new technologies like artificial intelligence, draw the line between working together to ensure safety and working individually to protect new ideas? Since the Research Culture Principle doesn’t differentiate between collaboration on AI safety versus AI development, it can be interpreted broadly, as seen from the responses of the AI researchers and ethicists who discussed this principle with me. A Necessary First Step A common theme among those I interviewed was that this Principle presented an important first step toward the development of safe and beneficial AI. “I see this as a practical distillation of the Asilomar Principles,” said Harvard professor Joshua Greene. “They are not legally binding. At this early stage, it’s about creating a shared understanding that beneficial AI requires an active commitment to making it turn out well for everybody, which is not the default path. To ensure that this power is used well when it matures, we need to have already in place a culture, a set of norms, a set of expectations, a set of institutions that favor good outcomes. That’s what this is about — getting people together and committed to directing AI in a mutually beneficial way before anyone has a strong incentive to do otherwise.” In fact, all of the people I interviewed agreed with the Principle. The questions and concerns they raised typically had more to do with the potential challenge of implementing it. Susan Craw, a professor at Robert Gordon University, liked the Principle, but she wondered how it would apply to corporations. She explained, “That would be a lovely principle to have, [but] it can work perhaps better in universities, where there is not the same idea of competitive advantage as in industry. … And cooperation and trust among researchers … well without cooperation none of us would get anywhere, because we don’t do things in isolation. And so I suspect this idea of research culture isn’t just true of AI — you’d like it to be true of many subjects that people study.” Meanwhile, Susan Schneider, a professor at the University of Connecticut, expressed concern about whether governments would implement the Principle. “This is a nice ideal,” she said, “but unfortunately there may be organizations, including governments, that don’t follow principles of transparency and cooperation. … Concerning those who might resist the cultural norm of cooperation and transparency, in the domestic case, regulatory agencies may be useful.” “Still,” she added, “it is important that we set forth the guidelines, and aim to set norms that others feel they need to follow. … Calling attention to AI safety is very important.” “I love the sentiment of it, and I completely agree with it,” said John Havens, Executive Director of The IEEE Global Initiative for Ethical Considerations in Artificial Intelligence and Autonomous Systems. “But,” he continued, “I think defining what a culture of cooperation, trust, and transparency is… what does that mean? Where the ethicists come into contact with the manufacturers, there is naturally going to be the potential for polarization. And on the [ethics] or risk or legal compliance side, they feel that the technologists may not be thinking of certain issues. … You build that culture of cooperation, trust, and transparency when both sides say, as it were, ‘Here’s the information we really need to progress our work forward. How do we get to know what you need more, so that we can address that well with these questions?’ … This [Principle] is great, but the next sentence should be: Give me a next step to make that happen.” Uniting a Fragmented Community Patrick Lin, a professor at California Polytechnic State University, saw a different problem, specifically within the AI community that could create challenges as they try to build trust and cooperation. Lin explained, “I think building a cohesive culture of cooperation is going to help in a lot of things. It’s going to help accelerate research and avoid a race, but the big problem I see for the AI community is that there is no AI community, it’s fragmented, it’s a Frankenstein-stitching together of various communities. You have programmers, engineers, roboticists; you have data scientists, and it’s not even clear what a data scientist is. Are they people who work in statistics or economics, or are they engineers, are they programmers? … There’s no cohesive identity, and that’s going to be super challenging to creating a cohesive culture that cooperates and trusts and is transparent, but it is a worthy goal.” Implementing the Principle To address these concerns about successfully implementing a beneficial AI research culture, I turned to researchers at the Center for the Study of Existential Risks (CSER). Shahar Avin, a research associate at CSER, pointed out that the “AI research community already has quite remarkable norms when it comes to cooperation, trust and transparency, from the vibrant atmosphere at NIPS, AAAI and IJCAI, to the increasing number of research collaborations (both in terms of projects and multiple-position holders) between academia, industry and NGOs, to the rich blogging community across AI research that doesn’t shy away from calling out bad practices or norm infringements.” Martina Kunz also highlighted the efforts by the IEEE for a global-ethics-of-AI initiative, as well as the formation of the Partnership for AI, “in particular its goal to ‘develop and share best practices’ and to ‘provide an open and inclusive platform for discussion and engagement.’” Avin added, “The commitment of AI labs in industry to open publication is commendable, and seems to be growing into a norm that pressures historically less-open companies to open up about their research. Frankly, the demand for high-end AI research skills means researchers, either as individuals or groups, can make strong demands about their work environment, from practical matters of salary and snacks to normative matters of openness and project choice. “The strong individualism in AI research also suggests that the way to foster cooperation on long term beneficial AI will be to discuss potential risks with researchers, both established and in training, and foster a sense of responsibility and custodianship of the future. An informed, ethically-minded and proactive research cohort, which we already see the beginnings of, would be in a position to enshrine best practices and hold up their employers and colleagues to norms of beneficial AI.” What Do You Think? With collaborations like the Partnership on AI forming, it’s possible we’re already seeing signs that industry and academia are starting to move in the direction of cooperation, trust, and transparency. But is that enough, or is it necessary that world governments join? Overall, how can AI companies and research labs work together to ensure they’re sharing necessary safety research without sacrificing their ideas and products? This article is part of a series on the 23 Asilomar AI Principles. The Principles offer a framework to help artificial intelligence benefit as many people as possible. But, as AI expert Toby Walsh said of the Principles, “Of course, it’s just a start. … a work in progress.” The Principles represent the beginning of a conversation, and now we need to follow up with broad discussion about each individual principle. You can read the discussions about previous principles here.

<urn:uuid:ec44578b-bca4-4c23-a7b4-a4dd47460355>

One of the smallest automobile parts you’ll find on your vehicle, spark plugs play a critical role in making sure that your vehicle operates exactly as intended. In fact, it’s possible that if more than one of your spark plugs isn’t working properly, your engine might not start at all. These little modern miracles need to be checked (and replaced) from time to time. You won’t know when to make the change, or how, unless you pay close attention to the inside information we have for you below. What do spark plugs do? The actual mechanical function of your spark plugs is ridiculously small and almost invisible, but the chain reaction that the proper firing of your spark plugs is responsible for is the entire backbone of the modern day internal combustion engine. You see, the only way that your vehicle is going to be able to move, or run at all, for that matter is if the fuel and the air that is brought into the combustion chamber of your vehicle is able to ignite, causing a cascade of reactions from there that shoot you down the road at top speed. The combustion, or burning, of the gasoline is what powers the engine. The fuel is ignited by the spark from the spark plug, and that’s what keeps your engine running. How important of a role do spark plugs play? Spark plugs play a very critical role in your engines performance and efficiency. As the pistons in your vehicle come up on the compression stroke, fuel and air is going to be pulled into the compression area of your engine so that it is properly mixed. Just before the compression stroke is finalized, an electrical current is going to shoot through your ignition system. What does it look like? The path of spark plug current The current starts at your ignition coil. It goes from there, up to your distributor and through the spark plug wires. When the current reaches the end of the spark plug wires, that’s when the plugs do their job. The electrical current travels through the center of the spark plug. It is insulated from the engine block by ceramic material. When the current gets to the end of the plug, it has so much energy that the electricity jumps across the gap at the end of the plug to get to ground. The jolt of current that was initially sent from the coil has been trying to get to ground throughout its trip through the ignition system. The conductors that carried the current were insulated from ground through the whole path until the current reached the exposed end of the spark plug. The spark plug is screwed into the combustion chamber so that the spark produced is inside the combustion area of the engine. What’s really going on at the plug? The spark plug is a simple device that has a lot going on with it. The gap between the electrodes at the spark end needs to be set just right. If the gap is set too close together, the spark won’t be big enough to properly ignite all of the fuel. If the gap is set too far apart, you run the risk of the electrical current not being strong enough to jump across the gap. If the gap is set too large for the spark to jump it, your engine will not run at all. If the gap is too small, you will have poor power and poor fuel economy. Setting the spark plug gap When you purchase new spark plugs, they usually need to have the gap set. Setting the proper plug gap for your particular vehicle is an important thing to remember before you install the plugs. Because a particular plug will fit in many different vehicles, you must look up the recommended plug gap for your vehicle and adjust the new plugs accordingly. The proper gap setting can usually be found in the owner’s manual. If the owner’s manual is not available, it may be printed with the emissions information under the hood. If all else fails, a quick search on the internet will surely give you the info you need. Spark plug gap is stated in thousandths of an inch. If the gap required is listed as .043 it is said to have a “forty-three thousandths gap”. Similarly, if you are told that your plugs need to be set at thirty thousandths, which means to set them at .030”. All spark plug gaps are set by thousandths of an inch and not with a metric measurement. The gap of a spark plug is set with a special tool. All auto parts stores carry spark plug gapping tools. There are a few different styles of gapping tool to choose from. The most common type is called a “coin” style gapping tool. It is shaped like a coin and is usually made to go on your key chain. Its outer edge changes in size as you go around its diameter. There are size marks engraved in it at specific points to tell you what the thickness is at a particular point on the coin. How fast is all of this? The ignition system fires a spark thousands of times every minute. Each spark is fired with more than 40,000 volts of electricity. Electrical current goes ripping through your system and making that leap every time a compression stroke happens inside of your engine. What do spark plugs do when you step on the gas pedal to go a little bit faster? The compression strokes speed up. So your spark plugs need to fire a bit faster. Hit the brakes to slow down (or idle in your driveway) and the spark plug firing rate slows down as well. How do I know my spark plugs aren’t acting the way they should be? If you’re wondering what spark plugs do because you feel like they aren’t firing quite as effectively or as efficiently as they should be, you’re going to want to pay close attention to how your vehicle acts when you accelerate or when you first turn the engine over. If your vehicle “fights you” when you turn the ignition, or if you feel like it “bucks or kicks” when you hit the gas for faster acceleration, the odds are pretty good that you are dealing with a spark plug issue. This doesn’t always mean that you need to replace your spark plugs entirely (though that is pretty cheap and almost effortless to do on your own), but it probably means you need to clean and better maintained your spark plugs. One way to determine if there is a problem with your plugs is to remove them and compare them to a chart such as this one: What should I look for in new spark plugs? Honestly, pretty much any old spark plug will do, provided that it has been engineered to fit your specific make, model, and year. Some spark plugs are designed to last longer than others and may be worth the premium price tag associated with them, but you should be able to get away with inexpensive replacements just as well. People asking the question “What do spark plugs do?” are often surprised to find out just how important they are. It’s impossible to get good fuel economy or power without your spark plugs functioning properly.

<urn:uuid:b9cf8919-8b70-4d41-8284-2e0e7f7773ca>

I was talking with my neighbor in Sag Harbor, Ellen Carney, about memories of gardens. She is from Switzerland. The first and most emphatic thing she said was, “We never planted asparagus. We only ate white asparagus and it came from France.” She was 13 and living in Zurich when the Second World War began. All the houses had window boxes with lush plantings of germaniums or begonias, and even during the war vegetables were available at the market. People also bought cut flowers at the market to put in the house. These had been grown in greenhouses specifically for the cut flower market. But some people also had home vegetable and berry gardens, usually at the front of the house, or they might have a plot in one of the Schreber Gardens in the city. Started in 1864 in Leipzig, Germany by Dr. Ernst Houschild and named for a colleague, Schreber Gardens seem to be the starting point for the idea of community gardens. Dr. Houschild wanted children living in cities, places that were bleak with the effects of the industrial revolution, to have a chance to experience nature. He leased a meadow and let school children plant flowers in small plots of land. Soon the whole family was involved and they were planting vegetables for the family table. This concept of gardening in the city soon spread to many other countries in Europe. [expand] By the time Carney was a girl, Schreber Gardens were an established part of life for many families in Zurich. A plot would be used to grow a variety of vegetables and berries and some flowers. But it also had a small building for tools and often these buildings were used as getaways on the weekend for the family. In these gardens and the ones at a residence, the plants of choice to grow were: beans, peas, lettuce, cabbage, kohlrabi, tomatoes, beets onions and snow peas. Gladioli, primulas, daffodils, blackberries, raspberries and especially strawberries were also grown there. Corn was not planted, though, as it was grown by farmers as feed for animals. Carney lived for several years in Africa as an adult in places such as Mali and Chad. Here the houses were surrounded by tall walls and it was impossible to see into the area around the house, but, she says, the women must have had a small vegetable patch because they were at the market with things to sell; very small amounts of just a few vegetables on a small piece of cloth. The vegetables were used in the making of the everyday pot of stew and were only a minor part of that stew, meat being the major ingredient. When Carney wanted to buy vegetables for herself, she often had to visit several women to buy enough for a Western-style portion. Shortly after coming to this country, Carney lived in a self-governed community in Pennsylvania called Tanguy. There she grew the vegetables for her family in a 12’ x 24’ plot. She planted in close rows and put plastic between them to prevent weeds. She was able to grow almost all of the vegetables the family needed for the entire year with diligence and succession planting. She had to bring the seeds of snow peas from Switzerland, though, as she could not find the seed here at that time. Soon she was supplying seed to all of her neighbors. At the end of our talk, she told me that one of her favorite gardens was a small bed of edelweiss at her grandmother’s house. That grandmother, who lived in a farmhouse, had tenants in her home who each had a small plot on which they could grow vegetables, but she only grew edelweiss.

<urn:uuid:984f71f9-ee3c-4b5d-8072-d10fefd48a9e>

Explore more of Vimy in 360 degrees There are 11,285 names engraved on the Vimy monument. They are the dead whose bodies have never been found, who have no final resting place. The monument was designed by Walter Alward and was unveiled in 1936. The tunnels beneath Vimy Ridge provided underground passage for soldiers to move to the front lines. Many of the soldiers who went up and over the ridge in the morning spent their final night underground. There are nearly 3000 graves that rest at Canada No. 2 cemetery on the ground of Vimy Ridge, including 378 Canadian who fought during the battle.

<urn:uuid:d6a2b591-35a9-4699-b04e-c0f69e74354d>

More About Open Source Exchange CPU mining. In the early days of bitcoin, mining difficulty was low and not a great deal of miners were competing for blocks and rewards. This made it worthwhile to utilize your computers own central processing unit (CPU) to mine bitcoin. However, that approach was soon replaced by GPU mining. GPU mining. A graphics processing unit (GPU) is a potent processor whose sole purpose is to assist your own computers graphics card in rendering 3D graphics. GPUs are not built for executive decisions (like CPUs) but to be somewhat excellent laborers, hence GPUs can execute over 800 times more instructions in the exact same amount of time as a CPU. FPGA mining. Next came mining using field-programmable gate arrays (FPGAs). These greatly outperformed GPUs and CPUs in the mining procedure as FPGAs are processors which can be programmed to execute certain instructions, and only those instructions (instead of being repurposed for mining, like GPUs were). ASIC mining. Similar to FPGAs, application-specific integrated circuits are processors designed for a specific function, in our case mining bitcoin, and nothing else. ASICs for bitcoin were introduced in 2013 and, as of November 2017, they're the best processors available for mining bitcoin and they outperform FPGAs in electricity consumption. . Mining pools. To cancel the difficulty of mining a block, miners began organizing in pools or cloud mining networks. Whenever a miner in one of these pools solves a block, the reward is shared with everyone in the swimming pool in a ratio representative of how much work you put into the swimming pool (even though you personally never solved the mystery ). . Cloud mining. Clouds offer potential miners the ability to buy mining channels in a remote data centre location. There are many obvious advantages, the most obvious being: no energy costs, no extra heat, and nothing to sell when you decide to hang your virtual pickaxe. Getting My Earn 1 Bitcoin To Work Once miners receive bitcoin, they are given a virtual key to the bitcoin addresses. You can use this electronic key to gain access and confirm or approve transactions. Desktop pockets. Software like Bitcoin Core lets you send and store bitcoin addresses and also connects to the network to track transactions. Online wallets. Bitcoin keys are saved online by exchange platforms such as Coinbase or Circle and can be accessed from anywhere. Mobile wallets. Programs like Blockchain shop and encrypt your own bitcoin keys so you can make payments using your cellular device. Paper wallets. Some sites provide paper wallet services, generating a piece of paper using just two QR codes on it. One code is the public address where you receive bitcoin and the other one is your private address you can use for spending. Hardware wallets. You can use a USB device created specifically to keep bitcoin electronically and your personal address keys. The 7-Minute Rule for Earn 1 Bitcoin Making money mining bitcoin is much harder today. Some of the issues contributing to the difficulty include: Hardware rates. The times of mining using a standard CPU or graphic card have been gone. As more individuals have begun mining, the difficulty of solving the puzzles has overly increased. ASIC microchips were designed to process the computations faster and have become necessary to click this link be successful at mining now. These processors can cost $3,000 or more and are guaranteed to additional increase in cost with each improvement and upgrade. . Rise in corporate miners. Hobby miners must now compete with for-profits and their bigger, better machines when mining to earn a buck. Puzzle difficulty. Bitcoins protocol adjusts the computational difficulty of the puzzles to finish a block each 2,016 blocks. The more computational power set toward mining, the harder the mystery. What Does Exodus Support Mean? Power costs. Power in the United States is significantly more expensive than it's in other parts of earth, making it further difficult to compete with big-miner money. When discussing the feasibility of bitcoin mining, an unexpected factor rears its head: power site web consumption. This catches a lot of prospective miners off-guard. All things considered, we rarely consider how much power our electric appliances are consuming. But computing hashes is a very intensive process, pushing whatever chip youre using to the limit, and also to its maximum energy consumption. If youre using CPU/GPU/FPGA to mine, the answer is a definite no. As of November 2017, the BTC reward is so modest it doesnt pay for the energy that your personal computer will consume to confirm a block. This leaves us with Pools, ASICs and Cloud Mining. If youre not willing to set a lot of money into setting up a mining operation, your very best option could be to get a cloud mining rig. These are comparatively low cost, and need no hardware knowledge to begin, no extra power bills, and you wont end up using a machine you cant market when bitcoin mining is no longer profitable. .

<urn:uuid:e9af8908-028d-480a-8da7-47ed85feb225>

Every child is different. Some children will develop speech first, whilst others will begin crawling and walking first. However, there are a few milestones in your child’s early life that can indicate normal development and health. Pay attention to these. If you notice any abnormalities, this may be due to illness or hearing loss, both of which are easier to treat when detected early. About children’s hearing and language skills development So what are the major hearing, speech, and language milestones you should look for in your child, and what the signs that something might be wrong? Birth to Five Months In the first few months of your child’s life, they should be reacting appropriately to noises and tones. Whilst language is not yet understood at this time, there are key milestones in hearing and speech that you should look out for. For hearing, your child should be awakened and/or startled by loud sounds and soothed by soft, quiet voices and sounds. They should begin to recognise your voice, as well. You can gauge this by how they react to your voice or someone else’s. Your voice should trigger them to stop crying and calm down more quickly than other voices, when speaking in the same soothing manner. In this same timeframe, your child should be making noises, too. They should be cooing and vocalizing different noises for when they are happy or upset. At this point, they will begin laughing and making pre-language noises that will communicate their basic moods. Three to Eleven Months At this stage of development, your child should begin responding to different tones and basic changes of tone (i.e., the word “No”). They should be enjoying rattles and other noise-making toys, turning to face things that make sounds, and repeating sounds that you make when talking to them, like, “Ooh” and “Ah”. They will also start babbling at this point, rather than just making their own simple sounds. This is about the time that they will start saying things like “Mama” and “Dada”, though these words will not have particular meaning yet. This is a phase of stringing syllables together, though it’s still pre-language. Six to Fifteen Months This is the point of development to which your child should begin to show some very basic understanding of language. They should be reacting to their own name and should understand what basic words are that have been repeated to them or are often present; such as cup, bowl, shoe, hi, or bye-bye. Towards the end of this time, they should start babbling to themselves when alone with no other human stimulus. They should also begin pointing to familiar objects when you prompt them. For example, if there is a ball near them and you say something like, “Where’s the ball?” or “Is that a ball?”, they should be able to recognise it and point to it. At this point, your child should have a small vocabulary of their own, ranging from about four to six words. They will be able to answer questions you ask them nonverbally by nodding or shaking their head, retrieving or pointing at an object, etc. They will also start to mimic and imitate you and your voice at this point, gaining more words and sounds for their vocabulary and repertoire. After this time, you should notice that your child’s vocabulary continues to grow and that their understanding of what you are saying improves. If you notice any change or plateau in this learning curve, you should talk to your doctor. It could be that your child has an ear infection, hearing loss, or a speech problem that can be addressed in early childhood to avoid learning impairment later on. If you have questions or concerns about childrens hearing and language skills contact your local doctor, who will arrange for you to see an ear nose throat specialist.

<urn:uuid:aad53dd3-2837-4722-b4a7-b5a9224f8948>

Cinca, Cimca, Ciñcā, Ciñca: 24 definitions Cinca means something in Buddhism, Pali, Hinduism, Sanskrit, Jainism, Prakrit, Marathi, biology. If you want to know the exact meaning, history, etymology or English translation of this term then check out the descriptions on this page. Add your comment or reference to a book if you want to contribute to this summary article. Alternative spellings of this word include Chincha. Dharmashastra (religious law)Source: Wisdom Library: Dharma-śāstra Ciñcā (चिञ्चा) is a Sanskrit word, identified with Tamarindus indica (tamarind) by various scholars in their translation of the Śukranīti. This tree is mentioned as bearing good fruits. The King should plant such domestic plants in and near villages. He should nourish them by stoole of goats, sheep and cows, water as well as meat. The following is an ancient Indian recipe for such nourishment of trees: According to Śukranīti 4.4.105-109: “The trees (such as ciñcā) are to be watered in the morning and evening in summer, every alternate day in winter, in the fifth part of the day (i.e., afternoon) in spring, never in the rainy season. If trees have their fruits destroyed, the pouring of cold water after being cooked together with Kulutha, Māṣa (seeds), Mudga (pulse), Yava (barley) and Tila (oil seed) would lead to the growth of flowers and fruits. Growth of trees can be helped by the application of water with which fishes are washed and cleansed.” Dharmashastra (धर्मशास्त्र, dharmaśāstra) contains the instructions (shastra) regarding religious conduct of livelihood (dharma), ceremonies, jurisprudence (study of law) and more. It is categorized as smriti, an important and authoritative selection of books dealing with the Hindu lifestyle. Ayurveda (science of life)Source: Wisdom Library: Āyurveda and botany Ciñcā (ताल) is a Sanskrit word referring to Tamarindus indica (tamarind), a plant species in the Fabaceae family. It was identified by Satish Chandra Sankhyadhar in his translation of the Rājanighaṇṭu (verse 12.162-164), which lists the following synonyms: Cukrikā (or, Cukrīkā), Cukrā, Amlikā, Śākacukrikā, Amlī, Sutintiḍī, Amlā. Properties according to the Rājanighaṇṭu: (a) Ciñcā or Imlī is very sour, when young or unripe. The ripe one is sweet, sour, anti-vatā and it aggravates the pitta, burning, rakta and kapha-doṣa. (b) The unripe fruit of the Ciñcā is also very sour, light and an aggravator of pitta. The ripe fruit is sweet and sour. It causes purgation. It relieves the constipation by stimulating the peristatic movements (viṣṭambha) and it is anti-vāta. (c) The fruit juice of ripe Tamarind (Imlī) is sweet, sour and improves taste. IT causes inframmation and suppuration of the wound bu also heals the wound, when its paste is applied locally. (d) The leaves are anti-inflammatory and relieve the pain caused due to pitta-doṣa. The Bark-kṣāra cures colics and diminshed digestive power.Source: Shodhganga: Dietetics and culinary art in ancient and medieval India Ciñca (चिञ्च) refers to “tamarind” and is mentioned in a list of potential causes for indigestion in the 17th century Bhojanakutūhala (dravyaguṇāguṇa-kathana), and is commonly found in literature dealing with the topics of dietetics and culinary art, also known as Pākaśāstra or Pākakalā.—A complete section in Bhojanakutūhala is devoted for the description of agents that cause indigestion [viz., ciñca (tamarind)]. These agents consumed on a large scale can cause indigestion for certain people. The remedies [viz., tilataila (sesame oil)] for these types of indigestions are also explained therewith.Source: Advances in Zoology and Botany: Ethnomedicinal List of Plants Treating Fever in Ahmednagar District of Maharashtra, India Ciñca (or Ciṃca) in the Marathi language refers to the medicinal tree “Tamarindus indica L.”, and is used for ethnomedicine treatment of Fever in Ahmednagar district, India. The parts used are: “Fruits”. Instructions for using the tree named Ciñca: The juice made from 1-2 ripe fruits soaked overnightin water and then jaggeryis added–drunk early morning on an empty stomach.Source: Shodhganga: Edition translation and critical study of yogasarasamgraha Ciñcā (चिञ्चा) refers to the medicinal plant known as “Tamarindus indica Linn.” and is dealt with in the 15th-century Yogasārasaṅgraha (Yogasara-saṅgraha) by Vāsudeva: an unpublished Keralite work representing an Ayurvedic compendium of medicinal recipes. The Yogasārasaṃgraha [mentioning ciñcā] deals with entire recipes in the route of administration, and thus deals with the knowledge of pharmacy (bhaiṣajya-kalpanā) which is a branch of pharmacology (dravyaguṇa). Āyurveda (आयुर्वेद, ayurveda) is a branch of Indian science dealing with medicine, herbalism, taxology, anatomy, surgery, alchemy and related topics. Traditional practice of Āyurveda in ancient India dates back to at least the first millenium BC. Literature is commonly written in Sanskrit using various poetic metres. Shaktism (Shakta philosophy)Source: Google Books: Manthanabhairavatantram 1) Ciñca (चिञ्च) refers to the “tamarind tree”, according to the Ambāmatasaṃhitā.—Accordingly, “[...] (Thus the goddess) shone brilliantly like the lunar orb (candrabimba) there in the country of Śrībimba. She became intent (on exercising her) authority along with the Siddha and bestowed accomplishment. The Lord (nātha) also, who was very angry (for some reason), forcefully struck (and felled) by virtue of the intense (grace of the inward) piercing (of Kuṇḍalinī) with (his) gaze alone (the tree) called ‘tamarind’ (ciñca) and so is called the venerable Ciñcinin”. 2) Ciñca (चिञ्च) is the name of the Tree associated with Pūrṇagiri, one of the sacred seats (pīṭha), according to the Ṣaṭsāhasrasaṃhitā, an expansion of the Kubjikāmatatantra: the earliest popular and most authoritative Tantra of the Kubjikā cult. 3) Ciñca (चिञ्च) (or Ciñcanātha) is the name of the ‘Lord of the Kula’ associated with Candra, one the eight Sacred Seats (pīṭha), according to the Yogakhaṇḍa (chapter 14) of the Manthānabhairavatantra, a vast sprawling work that belongs to a corpus of Tantric texts concerned with the worship of the goddess Kubjikā. 4) Ciñcā (चिञ्चा) (=Tamarind) refers to one of the sacred trees mentioned in the Kaulāvalinirṇaya.—Trees, forests and groves close to human settlements have been venerated throughout the subcontinent up to the present day as the abodes of deities and a range of supernatural beings. [...] In the Kaula and related Tantras, such beings came to be identified with Yoginīs and so the trees they inhabited as Yakṣinīs came to be venerated as Kula trees (kulavṛkṣa) in which Yoginīs reside. The Kaulāvalinirṇaya enjoins that the adept should bow to the Kula and the Lord of Kula when he sees one of these trees [i.e., Ciñcā] and recollect that Yoginīs reside in them. Shakta (शाक्त, śākta) or Shaktism (śāktism) represents a tradition of Hinduism where the Goddess (Devi) is revered and worshipped. Shakta literature includes a range of scriptures, including various Agamas and Tantras, although its roots may be traced back to the Vedas. Mahayana (major branch of Buddhism)Source: Wisdom Library: Maha Prajnaparamita Sastra Ciñcā (चिञ्चा) is the name of a Brahmacārinī that caused one of Buddha’s nine torments according to appendix 12 of the 2nd century Mahāprajñāpāramitāśāstra (chapter XIV).—The Brāhmaṇī Ciñcā attached to her belly a wooden bowl pretending she was pregnant, and slandered the Buddha. Mahayana (महायान, mahāyāna) is a major branch of Buddhism focusing on the path of a Bodhisattva (spiritual aspirants/ enlightened beings). Extant literature is vast and primarely composed in the Sanskrit language. There are many sūtras of which some of the earliest are the various Prajñāpāramitā sūtras. General definition (in Jainism)Source: archive.org: Economic Life In Ancient India (as depicted in Jain canonical literature) Ciñcā (चिञ्चा) refers to “tamarind”: a type of fruit (phala), according to Jain canonical texts (e.g., the Jñātādharmakathāṅga-sūtra from the 3rd century B.C.). It is also known as Tetali. Various kinds of fruits were grown and consumed by the people in ancient India. Fruits were also dried up for preservation. Koṭṭaka was a place for this operation. Besides being grown in orchards, fruits were gathered from jungles and were carried to cities for sales. The Jain canonical texts frequently mention different horticulture products viz. fruits (e.g., Ciñcā fruit), vegetables and flowers which depict that horticulture was a popular pursuit of the people at that time. Gardens and parks (ārāma, ujjāṇa or nijjāṇa) were full of fruits and flowers of various kinds which besides yielding their products provided a calm and quiet place where people could enjoy the natural surroundings.Source: academia.edu: Tessitori Collection I Ciṃcā (चिंचा) (in Prakrit) refers to Āmbilīī, or “juice of tamarind” and represents one of 21 kinds of liquids (which the Jain mendicant should consider before rejecting or accepting them), according to the “Sajjhāya ekavīsa pāṇī nī” (dealing with the Monastic Discipline section of Jain Canonical literature) included in the collection of manuscripts at the ‘Vincenzo Joppi’ library, collected by Luigi Pio Tessitori during his visit to Rajasthan between 1914 and 1919.—This topic is explained with reference to the first aṅga (i.e. Ācārāṅgasūtra). This matter is distributed over the end of section 7 and the beginning of section 8 of the Piṇḍesaṇā chapter. [...] The technical terms [e.g., ciṃcā] used here are either borrowed from the Prakrit or rendered into the vernacular equivalents.—Note: Āmbilīī is known in Prakrit as Ciṃcā and is Sanskrit as Āmbilikā. Jainism is an Indian religion of Dharma whose doctrine revolves around harmlessness (ahimsa) towards every living being. The two major branches (Digambara and Svetambara) of Jainism stimulate self-control (or, shramana, ‘self-reliance’) and spiritual development through a path of peace for the soul to progess to the ultimate goal. Languages of India and abroad Pali-English dictionarySource: BuddhaSasana: Concise Pali-English Dictionary ciñcā : (f.) tamarind.Source: Sutta: The Pali Text Society's Pali-English Dictionary Ciñcā, (f.) (Sk. ciñcā & tintiḍikā) the tamarind tree J.V, 38 (°vana); SnA 78. (Page 265) Pali is the language of the Tipiṭaka, which is the sacred canon of Theravāda Buddhism and contains much of the Buddha’s speech. Closeley related to Sanskrit, both languages are used interchangeably between religions. Marathi-English dictionarySource: DDSA: The Molesworth Marathi and English Dictionary ciñca (चिंच).—f (ciñcā S) The tamarind-tree and fruit, Tamarindus Indica.Source: DDSA: The Aryabhusan school dictionary, Marathi-English ciñca (चिंच).—f The tamarind-tree and fruit. Marathi is an Indo-European language having over 70 million native speakers people in (predominantly) Maharashtra India. Marathi, like many other Indo-Aryan languages, evolved from early forms of Prakrit, which itself is a subset of Sanskrit, one of the most ancient languages of the world. Sanskrit dictionarySource: DDSA: The practical Sanskrit-English dictionary 1) The tamarind tree, or its fruit. 2) The Guñjā plant;Source: Cologne Digital Sanskrit Dictionaries: Shabda-Sagara Sanskrit-English Dictionary (-ñcā) 1. The tamarind tree or its fruit. 2. The gunja plant. E. cam to eat, affix kvip and the radical vowel changed, cim then, car to go, with ḍa affix, and the fem. form what becomes edible. cim iti avyaktaṃ śabdaṃ cinoti ci ḍa .Source: Cologne Digital Sanskrit Dictionaries: Cappeller Sanskrit-English Dictionary Ciñcā (चिञ्चा).—[feminine] the tamarind tree.Source: Cologne Digital Sanskrit Dictionaries: Monier-Williams Sanskrit-English Dictionary 1) Ciñcā (चिञ्चा):—f. the tamarind tree, [Bhāvaprakāśa v, 9, 27 and 26, 75; vii, 18, 95] 2) ([gana] harītaky-ādi), its fruit, [ib.] (cf. kāka-).Source: Cologne Digital Sanskrit Dictionaries: Yates Sanskrit-English Dictionary Ciñcā (चिञ्चा):—(ñcā) 1. f. The tamarind tree.Source: DDSA: Paia-sadda-mahannavo; a comprehensive Prakrit Hindi dictionary (S) Ciñcā (चिञ्चा) in the Sanskrit language is related to the Prakrit word: Ciṃcā. [Sanskrit to German] Sanskrit, also spelled संस्कृतम् (saṃskṛtam), is an ancient language of India commonly seen as the grandmother of the Indo-European language family (even English!). Closely allied with Prakrit and Pali, Sanskrit is more exhaustive in both grammar and terms and has the most extensive collection of literature in the world, greatly surpassing its sister-languages Greek and Latin. Prakrit-English dictionarySource: DDSA: Paia-sadda-mahannavo; a comprehensive Prakrit Hindi dictionary 1) Ciṃca (चिंच) in the Prakrit language is related to the Sanskrit word: Maṇḍa. Ciṃca has the following synonyms: Ciṃcaa. 2) Ciṃcā (चिंचा) also relates to the Sanskrit word: Cañcā. 3) Ciṃcā (चिंचा) also relates to the Sanskrit word: Ciñcā. Prakrit is an ancient language closely associated with both Pali and Sanskrit. Jain literature is often composed in this language or sub-dialects, such as the Agamas and their commentaries which are written in Ardhamagadhi and Maharashtri Prakrit. The earliest extant texts can be dated to as early as the 4th century BCE although core portions might be older. Kannada-English dictionarySource: Alar: Kannada-English corpus Ciṃca (ಚಿಂಚ):—[noun] an ox with a number of spots of different colour on its body. --- OR --- 1) [noun] the tree Tamarindus indica of Caesalpinaceae family with yellow flowers and brown pods with an acid pulp; tamarind tree. 2) [noun] its fruit. Kannada is a Dravidian language (as opposed to the Indo-European language family) mainly spoken in the southwestern region of India. See also (Relevant definitions) Starts with (+3): Cimcaa, Cimcaga, Cimcaia, Cimcaka, Cimcapatti, Cinca Manavika, Cincabijatvacadi, Cincadi, Cincakuli, Cincala, Cincamla, Cincanatha, Cincani, Cincapaki, Cincapani, Cincapati, Cincapatradi, Cincaprasarinyadi, Cincasara, Cincataka. Full-text (+28): Cincamla, Kakacinca, Cincasara, Cincika, Cincataka, Amla, Canca, Cincoka, Cincavani, Cincini, Cimcaa, Manda, Cinci, Cincapani, Cincotaka, Chandamana, Ksharadashaka, Kakacinci, Cukra, Kesakambala. Search found 7 books and stories containing Cinca, Ciṃca, Cimca, Ciṃcā, Ciñcā, Ciñca; (plurals include: Cincas, Ciṃcas, Cimcas, Ciṃcās, Ciñcās, Ciñcas). You can also click to the full overview containing English textual excerpts. Below are direct links for the most relevant articles: Maha Prajnaparamita Sastra (by Gelongma Karma Migme Chödrön) Part 1 - Why is the Buddha called Bhagavat < [Chapter IV - Explanation of the Word Bhagavat] IV. The traces of passion are destroyed in the Buddha < [VIII. Destroying the traces of the conflicting emotions] Appendix 12 - The nine torments or sufferings of the Buddha < [Chapter XIV - Emission of rays] Pallava period (Social and Cultural History) (by S. Krishnamurthy) The Jataka tales [English], Volume 1-6 (by Robert Chalmers) Jataka 120: Bandhanamokkha-jātaka < [Book I - Ekanipāta] Jataka 57: Vānarinda-jātaka < [Book I - Ekanipāta] Jataka 208: Suṃsumāra-jātaka < [Book II - Dukanipāta] The Skanda Purana (by G. V. Tagare) Chapter 5 - Śrīnivāsa Enchanted on Seeing Padmāvatī < [Section 1 - Veṅkaṭācala-māhātmya] Chapter 9 - The Story of Hunter Vasu: The Greatness of Padmasaras < [Section 1 - Veṅkaṭācala-māhātmya] The Buddha and His Teachings (by Narada Thera) Apadana commentary (Atthakatha) (by U Lu Pe Win) Commentary on the Biography of Buddha (Buddha-apadāna-vaṇṇanā) < [Chapter 1 - Buddhavagga (Buddha section)]

<urn:uuid:24345039-9c9b-454b-bb18-657cbd464cad>

What’s the next step up from a self-driving car? Consider a self-flying taxi. Boeing Co., the U.S. planemaker that builds the presidential jet popularly known as Air Force One as well as one of the most widely-flown narrow-body airliners, completed the first flight test this week of an autonomous passenger air vehicle that resembles both a helicopter and an airplane. The test, conducted Tuesday in Manassas, Va., demonstrated the craft’s vertical takeoff and landing capability, evaluating the ground-control system as well as its autonomous functions, Chicago-based Boeing said in a statement. Future tests will cover forward flight, in which the craft relies on its wings, as well as the transition to that mode from vertical — or helicopter-style — takeoff. The prototype was developed through Aurora Flight Sciences, which Boeing purchased in late 2017, against a backdrop of advances in computer-controlled transportation. Developers from carmakers like Ford and GM to tech companies like Google have invested heavily in so-called autonomous automobiles that proponents say will help prevent highway fatalities caused by distracted drivers. Source: Washington Examiner Name of Author: James Langford

<urn:uuid:5a4b10bb-7672-41c4-9810-856e07f195e0>

|Date of Issue||January 16, 2017| Current monetary value: $0.92. |Perforation or Dimension||24 mm x 20 mm| |Series||UNESCO World Heritage Sites in Canada| |Series Time Span||2014 - 2017| |Printer||Canadian Bank Note| |Mint - Never Hinged - Very Fine||Only available to paid users| World Heritage Sites are chosen by the United Nations Educational, Scientific and Cultural Organization (UNESCO), which “seeks to encourage the identification, protection and preservation of cultural and natural heritage around the world considered to be of outstanding value to humanity.” Canadians are invited to discover the country’s early historic settlements and to envision the origins of complex organisms on this planet by new stamps depicting UNESCO World Heritage Sites. “These sites are treasures for Canada and the world – and we hope that these stamps instill pride and arouse a sense of wonder in every Canadian,” says Canada Post President and CEO Deepak Chopra. Crafted by Lara Minja, of Lime Design, this definitive stamp showcases a place in Canada that has a special status because of its importance to the common heritage of humanity. This stamp depicts Mistaken Point (N.L.) which, at the southeastern tip of Newfoundland, gives us some sense of what life looked like when organisms began to get larger than microbes and complex. Embedded along this gorgeous coastline are groups of the oldest known fossils of ancient soft-bodied life forms, dating back 560 to 580 million years. These strange multi-celled organisms ranged in size from as small as a fingernail to as long as a metre and had no legs or eyes. They are believed to be the planet’s first large life forms.

<urn:uuid:979cd537-4c49-43bf-a02d-9a5d7de5b7d8>

Fat is a general term that describes two important dietary substances, triglycerides (stored fat) and phospholipids (structural fats). Triglycerides are what we think of when we hear the term "fat," or when we talk about oils from nuts and seeds, as well as what makes up body fat from land and sea animals. Phospholipids are more hidden, making up the membranes that encase all cells in nature and all the organelles that lie within the cells. Regardless of their diversity, all fats are made of the same components. Three fatty acids, the chains of carbon atoms that give different fats their different characteristics, are connected to half a sugar molecule to make a triglyceride (95 percent of dietary fat). Chain lengths range from four to 22 carbons or more, with 18 being the most common. Carbon atoms are unique in that they can form four bonds, share electrons with four different elements. This versatility allows carbon to form a seemingly endless variety of compounds, such as proteins, fats, carbohydrates, vitamins and the nucleotides that make up DNA. Carbon can even form double bonds, which are stronger and give the molecule a more defined shape. In the case of fatty acids, double bonds create a kink or bend in the fatty acid chain. Counting carbons from the omega end of the fatty acid chain gives the location of the double bonds. For example, in omega-9 fatty acids, the first double bond is in the number 9 position, meaning it links carbons 9 and 10 together, placing a bend in the molecule at that point. A typical 18-carbon omega-9 fatty acid will have only one double bond. (Any double bond marks that fatty acid as unsaturated.) Saturated fatty acids have no double bonds, and thus are relatively straight. An 18-carbon saturated fatty acid called stearic acid is found in beef fat. The 18-carbon omega-9 fatty acid is commonly called oleic acid, the fatty acid dominant in olive oil and the nuts mentioned above. Since oleic acid has only one double bond, it’s referred to as a monounsaturated fatty acid. Melting point changes (when oil turns from liquid oil to solid fat) are a result of shape changes in the fatty acids. And that’s where the terminology comes in - omega-9, omega-6, omega-3 etc. The free end of the fatty acid chains are termed "omega" in chemistry. Omega-6 and omega-3 fatty acids have their first double bond in the number six and three positions, respectively. Placing double bonds in these positions can only be done by plants, which makes these two classes of fatty acids "essential" in terms of diet since they have to be ingested. A typical 18-carbon omega-6 fatty acid has two double bonds (one in the No. 6 position and one in the No. 9 position), while a typical 18-carbon omega 3 fatty acid has three double bonds (Nos. 3, 6 and 9). The more double bonds, the more bent the fatty acid. The more bent the fatty acid, the more space it takes up; and the more space it occupies, the lower the melting point. This is why fats rich in saturated fatty acids are solid at room temperature and fats rich in unsaturated fatty acids are liquid oil. All fats are mixtures of many fatty acids, both saturated and unsaturated. The typical omega-3 fatty acids found in fish are longer and more bent than the omega-3 fatty acids found in plants. That’s because the fish modifies the omega-3 fatty acids they obtain from eating algae, or from eating fish that eat algae. This is a critical adaptation for fish living in very cold water. The highly bent fatty acids keep the membranes from freezing. Oleic acid received its reputation as a beneficial fatty acid because of studies showing that it could lower LDL cholesterol, the form connected by some studies to increased risk of cardiovascular disease, without lowering HDL cholesterol. Due to the high intake of olive oil in the Mediterranean area, it’s an important part of the Mediterranean diet. Omega-9 fatty acids, however, are not essential. Your body can make them, along with saturated fatty acids, from any excess calories. One way to make oleic acid is to simply insert a double bond into the No. 9 position of stearic acid. In fact, a significant portion of the stearic acid from beef fat is converted to oleic acid, which is why beef fat generally doesn’t raise blood cholesterol. The modern, "westernized" diet is rich in fat (well over 30 percent of calories), particularly saturated fatty acids due to the intake of animal foods (including dairy fats) and tropical oils (coconut and palm). It also is rich in omega-6 fatty acids, due to the high intake of corn and soy oils, compared to omega-3 fatty acids. This has many nutritionists worried because omega-6 fatty acids tend to be pro-inflammatory, compared to omega-3 fatty acids, which have a reputation of being anti-inflammatory. Omega-9 fatty acids tend to be neutral. However, recent research is pointing to health benefits associated with omega-9s. Canola oil can be a rich source of omega-9. It has a naturally ultra-low level of saturated fatty acids. Most omega-9 oils are derived from Nexera canola and sunflower seeds developed by Dow AgroSciences. Nexera seeds were developed through natural plant breeding without the use of genetic modification. There's a fairly long list of suppliers of omega-9 oils: ADM, Bunge, LDM Foods, Oilseeds Intl., Richardson, Stratas Foods, Ventura and Viterra, from the Dow AgroSciences website, plus Cargill. Viterra, Ste. Agathe, Manitoba, for instance, markets n omega-9 canola oil under the name "verraUltra 9." It's a high-oleic, non-GMO, expeller-pressed canola oil designed to meet many of the needs of health-conscious consumers. The zero-trans fat, kosher-certified oil is advertised as "free of flavor characteristics that would detract from the target food." In a 2011 article published in the British Journal of Nutrition, the effect of high-oleic canola oil on plasma lipids was described. The high-oleic canola oil was found to lower total cholesterol and LDL cholesterol without affecting HDL cholesterol. Moreover, inflammatory markers were not increased and the addition of flax oil to the canola oil caused reduction in triglycerides and inflammatory markers. The United Soybean Board and its Qualisoy Inc. cooperative also have begun providing food processors zero-trans fat, kosher-certified high-oleic omega-9 soybean oils that feature "increased functionality across multiple applications and meet nutrition needs consumers demand." United Soybean plans to invest $60 million over the next five years to "quickly expand seed production of high oleic soybean varieties across a wide geography" and to market high-oleic soybean oils to "food companies and other stakeholders." They anticipate having 9 billion lbs. of high-oleic soybean oil available by 2023 to meet global demand. Olive oil is not only popular but of significant health benefit in the diet. Fresh pressed olive oil is rich in phenolic acids that act as highly effective antioxidants. Avocados and various nuts are whole foods that contain a variety of micronutrients along with beneficial phytochemicals. It has become clear that in looking at the benefits of omega oils to human health, more than simply omega-3s should be considered.

<urn:uuid:b6dc8bb8-3fb5-4738-aab9-2cedd0e85e32>

Walnut Eaters Reduce Their Risk of Dying by Nearly 50% A research team based in Spain has published the result of their study in the journal, BMC Medicine explaining why those who eat nuts more than three times a week had a reduced risk of dying from cancer or cardiovascular disease than non-nut eaters. A research team based in Spain has published the result of their study in the journal, BMC Medicine explaining why those who eat nuts more than three times a week had a reduced risk of dying from cancer or cardiovascular disease than non-nut eaters. To conduct their research, scientists looked at the effect on the prevention of cardiovascular disease when the participants were put on a Mediterranean diet with extra nuts and extra virgin olive oil, compared with a control group following a low-fat diet. Raw nuts, especially walnuts help lower blood pressure and blood lipids to thwart chronic disease The scientists analyzed more than 7,000 people aged between 55 and 90 years, and divided them into two groups based on adherence to a Mediterranean style diet that included nuts, and especially walnuts, or those following a low-fat diet. The team found that people who eat more than three servings of nuts (1 serving equal approximately one ounce) a week had a 55 percent lower risk of death from cardiovascular disease and a 40 percent reduced risk of death from cancer. “Quite how nuts are able to prevent premature mortality is not entirely clear, nor why walnut should be better for you than other nuts. Walnuts have particularly high content of alpha linoleic acid and phytochemicals…, along with fiber and minerals such as calcium, magnesium and potassium, may contribute to their healthy effect,” lead study author, Dr. Jordi Salas-Salvad, said in an interview with Science Daily. Past studies have demonstrated that walnuts in particular are a beneficial part of a healthy diet and are the best source of antioxidants, containing twice the amount as normal nuts. Researchers also note that people who ate nuts had a lower body mass index and smaller waist. Further, this group was found to be more physically active and less likely to smoke. The study authors concluded that “questions about specific constituents, amount, duration and type of nuts to be consumed remain to be elucidated. Meanwhile, we might need to focus on the question of how to better promote nut consumption in the population and sustainably integrate it into the daily diet.” Nutrition experts recommend replacing one daily serving of fruits and vegetables with a one ounce serving of raw nuts to significantly lower the risk of dying from heart disease and cancer. Heart disease and cancer in all their different forms take the lives of nearly three-quarters of all men, women and children in the US each year. Yet thousands of well constructed research bodies have shown that most chronic diseases can be prevented by making simple lifestyle changes including diet, smoking, physical activity and exposure to toxic household and environmental pollutants through our early and middle adult years. Specific foods and nutrients such as resveratrol, curcumin, green tea and leafy greens have demonstrated specific properties that help to prevent and fight cardiovascular disease and cancer, and should be included as part of your regular daily diet and supplement plan. Sources: http://www.biomedcentral.com http://www.medicalnewstoday.com/articles/263331.php http://www.sciencedaily.com/releases/2013/07/130715202458.htm John Phillip is a Certified Nutritional Consultant and diet, health and nutrition researcher and author with a passion for understanding weight loss challenges and encouraging health modification through natural diet, lifestyle and targeted supplementation. John’s passion is to research and write about the cutting edge alternative health technologies that affect our lives. Discover the latest alternative health news concerning diabetes, heart disease, cancer, dementia and weight loss at My Optimal Health Resource. This article originally appeared on NaturalNews.com. Go straight to the source.

<urn:uuid:6059f45e-9583-441c-a273-b83fa3f6594a>

Experimental treatments at the Fred Hutchinson Cancer Research Center in Seattle have shown very promising results in causing supposedly incurable blood-borne cancers to go into remission. In a trial on 29 terminal leukemia patients who were given between two and five months to live, 27 of them went into complete remission. In a trial with 30 lymphoma patients, 19 of them responded – and are still alive three years after the trial began. The therapy involves taking white blood cells from a patient, modifying them in a lab, and putting them back into the patient’s body. The modified cells are programmed to attack cancer cells. There has been one drawback. When too many cancer cells are killed within a short period of time, the patient’s body has what’s referred to as cytokine release syndrome – an inflammatory response that can be fatal. Two of the terminally ill patients succumbed to this during the trial. Still, this is only the very early stage of this potentially game changing treatment – until the cytokine issues are solved, at least terminally ill people have a very solid chance at life. Once those issues are overcome, cancer could be a thing of the past – or at least more like the flu than a life-ending disease. Articles on the trials: Image credit: Huffington Post

<urn:uuid:6511dc5f-a8d5-4b0c-8ff1-9d48f55499ec>

FREE SHIPPING on orders of $85 or more An excerpt from www.HouseOfNames.com archives copyright © 2000 - 2016 Where did the English Whitaker family come from? What is the English Whitaker family crest and coat of arms? When did the Whitaker family first arrive in the United States? Where did the various branches of the family go? What is the Whitaker family history?The name Whitaker has a long Anglo-Saxon heritage. The name comes from when a family lived in one of a number of similarly-named places. The settlement of Wheatacre is in Norfolk, while Whiteacre in Waltham is in Kent; both of these names literally mean wheat-field. The place named Whitacre is in Warwickshire, while High Whitaker is in Lancashire; these names both mean white field. The surname Whitaker belongs to the large category of Anglo-Saxon habitation names, which are derived from pre-existing names for towns, villages, parishes, or farmsteads. Spelling variations in names were a common occurrence before English spelling was standardized a few hundred years ago. In the Middle Ages, even the literate spelled their names differently as the English language incorporated elements of French, Latin, and other European languages. Many variations of the name Whitaker have been found, including Whittaker, Whittakers, Whitaker, Whitacre and others. First found in Warwickshire where the first record of the name was of Johias Whitacre (1042-1066), who died while fighting at the Battle of Hastings on the side of King Harold. Despite the fact he was on the losing side of the battle, his family were permitted to keep their estates there. The place names Whitacre, Over Whitacre and Nether Whitacre were listed in the Domesday Book as Witacre and literally meant "white cultivated land" from the Old English words "hwit" + "aecer." This web page shows only a small excerpt of our Whitaker research. Another 201 words (14 lines of text) covering the years 1300, 1375, 1548, 1595, 1586, 1580, 1646, 1640, 1622, 1695, 1659, 1661, 1679, 1642, 1715, 1695, 1696, 1701, 1702, 1660, 1735 and 1704 are included under the topic Early Whitaker History in all our PDF Extended History products. Another 291 words (21 lines of text) are included under the topic Early Whitaker Notables in all our PDF Extended History products. Some of the Whitaker family moved to Ireland, but this topic is not covered in this excerpt. Another 39 words (3 lines of text) about their life in Ireland is included in all our PDF Extended History products. Families began migrating abroad in enormous numbers because of the political and religious discontent in England. Often faced with persecution and starvation in England, the possibilities of the New World attracted many English people. Although the ocean trips took many lives, those who did get to North America were instrumental in building the necessary groundwork for what would become for new powerful nations. Some of the first immigrants to cross the Atlantic and come to North America bore the name Whitaker, or a variant listed above: Whitaker Settlers in United States in the 17th Century Whitaker Settlers in United States in the 18th Century Whitaker Settlers in United States in the 19th Century Whitaker Settlers in Australia in the 19th Century Whitaker Settlers in New Zealand in the 19th Century The motto was originally a war cry or slogan. Mottoes first began to be shown with arms in the 14th and 15th centuries, but were not in general use until the 17th century. Thus the oldest coats of arms generally do not include a motto. Mottoes seldom form part of the grant of arms: Under most heraldic authorities, a motto is an optional component of the coat of arms, and can be added to or changed at will; many families have chosen not to display a motto. Motto: Spes et fides Motto Translation: Hope and faith. The Whitaker Family Crest was acquired from the Houseofnames.com archives. The Whitaker Family Crest was drawn according to heraldic standards based on published blazons. We generally include the oldest published family crest once associated with each surname. This page was last modified on 28 January 2016 at 00:34.

<urn:uuid:c7a126ed-70a5-4bb8-b5bb-c8d683fe62e5>

Heat affects dairy cow performance negatively more than cold in North Dakota due to the rise in temperature and humidity. Those negative effects include a drop in milk and fat yield, as well as an increase in health and fertility problems, so make adjustments to management and feeding practices to help dairy cows get through the challenging periods of heat stress. The combination of the effects of temperature and humidity is measured by the temperature humidity index (THI). Until recently, heat stress for dairy cows was thought to begin at a THI of 72 F. However, research using cows with high milk production has determined that heat stress can begin at a THI of 68. At this level, body temperature reaches 101.3 F and the respiration rate is 60 breaths per minute, which are the threshold for milk and reproductive losses. To diminish the effects of heat stress, cows eat less dry-matter feed, drink more water and attempt to evaporate water from lungs and skin. Heat-stressed cows eat less to avoid excessive heat from digestion. When a cow's dry-matter intake (DMI) decreases, the amount of nutrients available to support high milk yield also is limited. In addition, cows expend more energy, which often is seen as increased panting activity, in an effort to stay cool. If cows are refusing food, they are more likely to sort their food for smaller particle sizes, which, in turn, can increase the risk of subacute ruminal acidosis. Higher respiration rates increase the amount of carbon dioxide the cows lose from the blood and the bicarbonate they excrete in their urine, so less bicarbonate goes to saliva. Heat-stressed cows also have less chewing activity and fewer ruminal movements due to the decreased feed/forage intake. Hence, the rumen’s buffering capacity is reduced and the cows become prone to developing ruminal acidosis. Increased sweating makes the cow lose electrolytes, mainly potassium and sodium, that are important for the overall animal cation-anion balance. Strategies that might help cows better cope with extreme weather conditions include: - Adjust the nutrient concentration in the diet to account for the drop in DMI. Increased protein concentration is important for maintaining high milk yield with low DMI; however, keeping the amount of protein supplied in balance with the cow’s needs is essential to controlling diet costs and limiting nutrient losses in manure. Reducing rumen-degradable protein and balancing for amino acids can be particularly helpful in diets for cows under heat stress. Make sure to check that potassium and sodium concentrations are at least at 1.5 and 0.5 percent of ration dry matter, respectively, to facilitate electrolyte equilibrium and restore minerals lost due to increased respiration and perspiration. Also adjust ration magnesium levels accordingly (0.35 to 0.40 percent). - Include buffers such as sodium bicarbonate or sodium bentonite. They might help prevent rumen pH drop and problems related to acidosis, including milk fat depression. - Add or increase inert fats to help maintain energy intake when heat depresses DMI. In addition, fats produce less heat than fiber or starch when they are digested. - Adjust feeding frequency so cows are fed more than once a day. This could contribute to feed freshness. - Pay attention to the feed quality; watch for molds or feed heating, and clean the feed bunk more frequently. - Feed animals several hours before or after the daily THI peak. Early morning and late afternoon feeding can avoid the peak THI coinciding with the peak of digestion heat, which often occurs four hours after feeding. - Make sure cows have ample drinking water during heat stress. Cows should have free and easy access to fresh, clean water. Watering units must be working well, without leaks, and they have to be cleaned often to avoid algae or other contaminants. Providing more water space per cow can be beneficial in the summer months. - Use fans and sprinklers to keep cows cool. Also maintain adequate cow density, and provide ventilation and shade. Summer conditions can be tough on high-producing dairy cows, but adequate feeding practices can help mitigate the effects of heat and humidity on cows’ well-being and performance.

<urn:uuid:1a29643e-fe6a-4904-9dda-b89e6d0e798e>

Bernadette Bensaude-Vincent (BBV):Could you tell me about how metallurgy developed in Oxford and how it grew into Materials Science? Peter Hirsch (PH). Let me first say a few words about the way I see the early developments of Materials Science in the UK. There were various trends that came together after the War. First of all there was Professor Nevill Mott in Bristol, developing Solid State Physics. His interests included inter alia defects and how they influence properties of materials. He had important activities on properties related to point defects and on the photographic effect. In the course of these studies they also developed techniques for visualizing dislocations. The group included Charles Frank, a physical chemist by training who was a material scientist par excellence. He developed a theory of crystal growth. Then there was Nabarro who worked on dislocations. So in Bristol they worked on defects, dislocations, crystal growth, the photographic effect, and also optical properties of crystals. BBV Where were they based? PH: In the Physics department at Bristol University. It was Solid State Physics. The electron theory of metals was developed there too. And Jacques Friedel was there for some time. In my opinion Solid State Physics opened the way to Materials Science. In parallel with this there was the group in the Metallurgy Department in Birmingham, lead by Alan Cottrell. He is much more of a materials scientist than I am. He was subsequently instrumental in developing Materials Science in Cambridge. His activity in Birmingham was very important because his group attempted to explain mechanical properties in terms of disclocation theory. And the third trend was what happened here in Oxford through Hume-Rothery's classic work on electron phases of alloys. He stimulated work on electron theory of metals and alloys in Physics Departments elsewhere. He was trained as a chemist. BBV: So it came out of these three trends? PH: These are the main three. I may be unfair to other groups but these were the most influential groups. There was some Metal Physics going on in the Cavendish Laboratory after the war. Bragg, who was Head of Department was of course an X-Ray crystallographer. In order to understand the intensities of diffraction spots on an X-Ray diffraction photograph, it had to be assumed that the crystals were not perfect, i.e. that crystals consisted of mosaic blocks. This was based on a theory by Darwin (1914) of the intensities of diffracted X Rays. Bragg published a note in the 1940s on the relationship between strength and particle size (mosaic blocks) in crystals. There were two groups in the Cavendish in the Metal Physics field when I came in 1946. One was Bragg's little group which developed the bubble-model, typical of Bragg's simple but brilliant ideas. Another group was Orowan's Metal Physics group which studied plasticity, fracture, creep, those sorts of topics BBV It is in the Cavendish Laboratory that you started your career, isn't? PH: It was 1946 when I joined and there were several activities. My own work started from Bragg's interest in work hardening(when you deform a metal it becomes stronger). I actually went into the Crystallography Department of the Cavendish to work on a PhD problem that Bragg gave me. It was conceptually very simple. If you take a metal and work it, does it break up into smaller blocks? Bragg always had very simple and brilliant ideas. If the crystal breaks up into smaller blocks (subgrains) the diffraction pattern consists of individual spots from each little subgrain. If you make the beam small enough you illuminate such a small number that you will get a few spots on the diffraction ring, whereas, with too large a beam diameter you get a continuous ring due to overlapping spots. You can count the spots (on discontinuous rings) and deduce the size of the particles. That was the project. It did actually work for heavily cold worked aluminium.We derived a particle size of 2 microns. By the time we managed to do all this by X ray diffraction, Bragg had lost interest in it. He did not actually supervise me. Bragg was interested in proteins at that point. My formal supervisor was W.H. Taylor who was head of the Crystallography Department. His interest was the structure of minerals. BBV: When you worked in Cambridge did you consider yourself as a crystallographer? PH: I was a physicist working in a department of crystallography. In those days most conventional crystallographers determined crystal structures. I was one of the relatively few people not doing that. By the time we found that cold worked aluminium breaks into subgrains, Heidenreich at the Bell Laboratories published the first pictures of metals by Transmission Electron Microscopy (TEM). He observed directly the little subgrains in heavily beaten aluminium foil. That depressed us very much because we needed exposures of many hours for our x-ray diffraction photographs, while he had a ten second exposure with his electron microscope. So we went into this field of TEM and finally we saw individual dislocations.This had a big impact because there were many metallurgists who did not believe in dislocations, who considered them as figments of the imagination of solid state physicists working out theories in tremendous detail without much supporting experimental evidence. With our technique you could see dislocations directly and see them move. And we made movies. I remember showing a movie at MIT to Bert Warren who was a well-known X Ray crystallographer. His comment was symptomatic of many metallurgists. Seing is believing. We converted people. BBV: In terms of institutions could you describe the shift from Metallurgy to Materials departments? PH: There were many Metallurgy departments in this country: Sheffield, Birmingham, Imperial College, to mention a few. The activities of the groups that I mentioned gave an impetus. But an important impetus came from the United States. Bill Baker and Herbert Holloman in particular had this vision of multidisciplinary activities leading to the development of better materials, whiskers, ceramics etc.. An enormous amount of money was spent at General Electric, and Bell Telephone and the Ford Motor Company. When Alan Cottrell became Professor in Cambridge that was the real beginning of an institutional effort to develop Materials Science in this country. In my opinion that was the defining moment. Alan Cottrell left Birmingham in 1955 and went to work at the Atomic Energy Authority at Harwell where he worked on uranium and materials for nuclear reactors. Then he became Goldsmith Professor of Metallurgy in Cambridge in 1958. He started projects on ceramics and composite materials. Tony Kelly joined him to work in these areas. Alan Cottrell s interest in composite materials probably stemmed partly from activities in the US but mainly from his own views on strong materials. He also supported work on superconductors. His initiative to work on different types of materials was probably the beginning of the shift from metallurgy to materials science in Universities in this country. BBV: Could you tell something about the implementation of Materials Science here in Oxford? PH: The department of Metallurgy and an Honour School in Metallurgy were started by the University in 1957. Jack Christian wrote a paper on the early history (Materials World, April1997) when the department celebrated its 40th anniversary. You see from this that Hume-Rothery started as a chemist and worked in the Inorganic Chemistry Department. But he was interested in metallic phases. The idea of a separate department arose gradually. Jack Christian was appointed as demonstrator in 1951 and initially lectured on metallurgical topics to chemists. Metallography was a supplementary subject in the Chemistry Honour School. Then the Pressed Steel Company at Oxford established a readership in metallurgy named after George Kelley. Hume-Rothery became the first George Kelley reader in 1954. Jack Christian was appointed lecturer in 1955, then John Martin came from Cambridge and joined in 1957, followed by Angus Hellawell. There was a move to increase the Engineering School and to develop a Department of Metallurgy. Francis Simon who was professor of physics here was keen to establish something on the lines of the Laboratory for the Study of Metals in Chicago, which was famous in those days. Chicago was a research institute, not a teaching department, just a research institute for postgraduates. This is what Simon had in mind for Oxford. However, the industrial advisors expressed the view that we needed to educate metallurgists to go into industry. British industry wanted a teaching department. Monty Finniston, who was at the time the head of the metallurgy division at AERE Harwell and later became chairman of British Steel, made approaches to the Wolfson Foundation for financial support. The result was the establishement of the Isaac Wolfson Chair in Metallurgy which Hume-Rothery held until his retirement in 1966. At the same time the condition that the Wolfson foundation made for giving the money for the Chair was that the University Grants Committee, an organization distributing the money from the Department of Education to the Universities, should provide the funds for the building. Funds were provided by the University Grants Committee and the building was opened in 1959. Initially the Honour School was a Joint Honour School in Chemistry and Metallurgy, which subsequently became Metallurgy. There is an interesting quote in Jack Christian's paper which indicates the University's unease with technology at that time. The Honour School should teach «no more technology than is involved in the degree courses of chemistry and physics» and it stated that «the man who has studied pure science at a university can take up technology on entering industry much more easily than one who has studied technology can later take up the pure science which may be required for his work». It was still quite difficult to really expand engineering and to get a proper engineering metallurgy course at that time. The research that was going on here was on alloy phases (Hume-Rothery's research); John Martin worked on mechanical properties of alloys; Angus Hellawell worked on solidification studies; Jack Christian worked on phase transformations - the martensitic transformations - of metals and alloys, and also on plastic deformation of body centred cubic metals. So that was the development of metallurgy in Oxford before 1966. Clearly this department was a metallurgy department rather than a materials department. But Hume-Rothery's work was influential in encouraging solid state physicists to become interested in metals. He stimulated the understanding of the structures of metals and alloys on the basis of the fundamental electron theory of metals. He empirically developed some structure rules. He hoped that electron theory of metals would enable the prediction of the structures of metals and alloys and appointed a theoretical chemist, Simon Altmann, to work in this area. BBV: And then you came in this Metallurgy department. Why did you move from Cambridge to Oxford? PH: I came in 1966. I was a physicist who had worked on electron microscopy of defects in materials. I had the opportunity to take a Cambridge chair or an Oxford chair. I decided to go to Oxford for two reasons. 1) I had been in Cambridge quite a long time (23 years) and a change opens new vistas. 2) The challenge was much greater here and my own predilection was always for building things up. The Cambridge Metallurgy department was a large and successful department built up by Alan Cottrell. In Oxford there was really a nucleus of a department (a distinguished one) and in principle one could do a job to build it up. I had already built up a large research group in the Cavendish in Cambridge. When Bragg switched his interests to proteins (Perutz, Kendrew et al) Orowan left and went to MIT. I don't know the details but my impression is that Bragg did not work hard enough to get Orowan a senior permanent job. So the Metal Physics group in Cambridge folded up. Bragg's own little group folded up too. We made a significant effort to set up a new Metal Physics group at the Cavendish. The vision behind this was: We now had a technique to enable us to actually see with the TEM what is going on inside metals and one could see the defect distribution after deformation or irradiation of the material. One could then determine in principle what the properties of the materials were. That was the Holy Grail. There were three steps: 1) to try to understand the properties of the defects and how they interacted; 2) to try understand how they control the macroscopic properties; 3) if one understood the basic relation between defects and properties then one could eventually go further and predict what processing should be done to optimise properties. That was the vision but while we were successful in the first step, there was only limited success in the second step, and we never got as far as the third step. When I came to Oxford, my aim was to get this technique of TEM - to see what goes on in the materials - transferred to a metallurgy/materials department. I wanted to get it closer to applications to «real» materials. Whereas physicists work on models, - on pure copper for instance , a metallurgy department should be looking at materials of interest technologically, such as alloys that are much closer to practical needs. My aim was to apply TEM to technologically interesting materials, real materials rather than the model materials that we looked at in Cambridge. When I got here I did attempt to build up Materials Science. Right from the beginning my aim was to shift from metallurgy to materials science which should cover all kinds of materials and applications. BBV Where did this project come from? PH: There was no model course. We had to build this up incrementally. When I first came the University provided three new permanent posts, very generously. One was for Professor Whelan, to establish the electron microscopy group. One went to John Hunt, a solidification expert who had worked atHarwell and Bell Laboratories; and another one was for Geoffrey Groves who worked on ceramics. Gradually we built up a Materials Department by securing more appointments. You have to realize that when I came in 1966 the number of staff was very small (4 faculty plus the Professor).The course developed gradually and changed from metallurgy to materials science. In the early years a considerable part of the teaching was carried out by research assistants or fellows supported on research grants or fellowships. The research activities were built up first, and the research groups then helped in the teaching of the Honour School. BBV Did you appoint chemistsas well? PH: We didn't appoint chemists to teaching posts. We appointed metallurgists and physicists. But we did appoint a chemist to a research post in the department, in high resolution electron microscopy. When I retired in 1992 the department consisted mainly of metallurgists or materials scientists and physicists or ex-physicists. We appointed inter alia people who had expertise in semiconductors, superconductors, magnetic materials, materials processing, corrosion. Gradually we extended the scope of the courses in the department. The one sticking point was polymers. For a very long time we could not get a good polymer scientist. It has changed now. We now have two polymer scientists. BBV Did you have contacts with John Goodenough who came to the chemistry departmentin 1973? PH: We did have contacts but we probably did not make the best of the opportunity. In this department we were more interested in the effect of microstructure on materials, metals, ceramics, semiconductors, superconductors, magnetic materials etc., rather than e.g. in the intrinsic magnetic properties of perovskites and other materials.Our interests were not sufficiently close. We became a Materials Department in that we were concerned with the effects of microstructure on properties of a wide range of materials of technological interest and with the effects of defects on devices. The work on superconductors was initially on low temperature superconductors, but later on high temperature superconductors, and the more recent studies focussed on processing. There was some interaction with the Inorganic Chemistry Laboratory on electron microscopy of catalysts and superconductors. BBV: Did you keep a close link between courses and research in the department? PH: Yes. We started as a metallurgy department. We built up a number of research groups, and the expertise in some of these, e.g. semiconductor and magnetic materials, enabled us to teach courses on these topics and broaden the curriculum to Materials Science. At some point we had a group working on cements, and this too led to a course in the Honour School. And there were always undergraduate and postgraduate courses on materials characterisation, where we had particular strengths. In the 1980s, I became more interested in the output end, in getting closer to the engineers. BBV: Did you train students in engineering? PH: The engineers had their own faculty to teach materials to Engineers. But we did some teaching for them, and over some years they taught polymers for us. In the mid 1980s we started a joint course with the Engineers on Electronic and Structural Materials Engineering, changed to Engineering and Materials in 1992. This led to closer collaboration with the Engineers in teaching and research. BBV:Did you also have contacts with the nuclear physics department in Oxford? PH: The only contact we had with the Nuclear Physics Laboratory in Oxford was on their proton microprobe, a materials characterisation tool, and fairly recently this activity was transferred to our department. We had a lot of contacts with Harwell. From 1973 onwards I got very much involved with the study of the integrity of pressurized water reactors through the Marshall Committee. From 1982 to 1984 I became part-time chairman of the Atomic Energy Authority. This period had a strong influence on me. I felt the need to produce materials engineers, not only materials scientists. I learned during my period with the Atomic Energy Authority that the education of engineers in materials tended to be relatively poor. And this could result in inappropriate component design or manufacture. These problems sometimes led to costly mistakes. In order to develop a joint activity between engineers and metallurgists we got some support from the engineering department. To cut a long and difficult story short, we took an opportunity which presented itself around that time in the form of additional funding for engineering courses from the Government to start a course on Electronic and Structural Materials Engineering. BBV: Was it in the 1980s? BBV: Did you then feel the need to add «engineering» in the name of the department on the lines of the departments in US universities that are called Materials Science and Engineering with an emphasis on the E of Engineering? PH: What happened here is that we developed a multiplicity of courses to provide more options for the undergraduates to increase our intake. The courses were Metallurgy and the Science of Materials, then Metallurgy, Economics and Management (1979), and finally Engineering and Materials. There is close collaboration between us and engineering through the teaching and contacts in research. This depends on individual contacts of course. In the 1980s we set up with the Engineers the Oxford Centre for Advanced Materials and Composites (OCAMAC) to foster collaborative research and contacts with industry. There is now also strong collaboration with people in chemistry and physics on a number of research programmes. We have become much more interdisciplinary, if you like. We have always considered ourselves as a bridge between the Science and Engineering Departments, with contacts with both. The fact that Physical Science and Engineering are all part of the same faculty in Oxford is advantageous to us. We did consider changing the name of the Department to Materials Science and Engineering - but that was unacceptable to the Engineers who considered Materials Engineering to be their responsibility. So we decided to change the name in 1990 to "Department of Materials". BBV: It seems that your story is quite different fromthat of the US materials departments. PH: I think that it is different ; you are quite right. Here the initiative to have Materials Departments came from academics, whereas in the US the development was led by Industry, and industrialists promoted Materials Science in Universities. (This does not mean that no materials science was going on in industry in the UK - e.g. the carbon fibre work at Farnborough.) I think it started in Cambridge first. We came along in the late 1960s. By that time there were materials science activities going on in many departments, at Imperial College and Birmingham, for instance. We could not claim to have inspired Materials science in the UK. We came along and did our own brand. There were many departments, but they were on a small scale. Concerning the definition of Materials Science I am with Merton Flemings. Structure, properties, processing, performance/application. I think it is the engineering applications that are fundamental. The philosophy of the department here was to get theoretical and practical people together. People able to develop models with people who really know what applications are important. And industrial links were fostered. It is still the philosophy today, even more so. In the last few years after my retirement the department has gone from strength to strength in that direction. There is now another site in Begbroke, five miles away from Oxford centre. It provides opportunities for collaborative research between the Department and Industry. BBV: Where did the money come from? PH: The funding for work in the department came partly from the University, the Research Council and Industry. Some from charitable foundations, e.g. for building expansions. We had a large budget from the Research Council. That is another important aspect, somewhat similar to the US picture. It is difficult to attract undergraduates to read Materials Science and Metallurgy. Enormous efforts have been spent on attracting more undergraduates, most of them not very successful. (But a recent appointment of a Schools Liaison Officer seems to be effective.) Materials Science is not a school subject, although elements are introduced into some of the school examination papers e.g. the physics curriculum. The number of courses and options that we offer in Oxford has helped a bit but it remains a problem. Some small departments in the UK were able to survive because they had a large research activity (supported on non-University funds)compared to the undergraduate activities. But in the UK as a whole some Materials Departments have closed or have been amalgamated with Engineering Departments. The change of name of department from Metallurgy to Materials does not only reflect the change in content of the courses. It is also pragmatic because metallurgy has an old-fashion ring about it and materials science is a much broader subject likely to attract more students. The image of materials for computers, aeroplanes and cars is more exciting than that of dirty blast furnaces in the steel industry. BBV: What would you say about multidisciplinarity in the development of this department ? More specifically could you compare the situation here in Oxford with this diagram published by the National Acdemy of Science in 1969 with a hard core in mathematics physics and chemistry and applications around? PH: I would agree with this: mathematics, physics and chemistry are basic inputs in Materials Science with applications in ceramics, polymers, and so on. But in these days I would include materials for medical applications. There is somebody in this department working on biomedical materials for implants. There is also a large group in Cambridge. There is a big scope for materials in medicine, particularly for prostheses. BBV: Finally would you consider yourself today more as a physicist or as a material scientist? PH: I think I am physicist who «saw the light». True physicists would no longer consider me as a physicist. I consider myself as a materials scientist because my interest is in the effect of microstructure on the properties of materials. I am interested in quite complex materials, with potential applications e.g. high temperature intermetallics, and in modelling their complex mechanical properties. I ended up as a materials scientist. But there are materials scientists who would consider me to be a rather theoretical materials scientist. In the later years of my conversion I supported and promoted materials processing in the department although it took me rather a long time to get to this view, to appreciate the importance of this field, and to realise the need and potential for modelling. BBV: What is your concept of materials science? PH: I am close to Merton Flemings's concept. To me materials science is an enabling science. We study material composition, structure, properties and processing for applications in engineering. There is now a strong group on processing here. Not only casting but various kinds of processing like spray forming, coating, making magnetic and superconductor devices etc. There are also two lecturers working on polymers now. BBV: Does polymer synt-esis now belong to Materials Science? PH: Polymer processing and modelling properties belong to materials science, but synthesis of new kinds of polymers - I doubt if this is a proper activity for a materials department, although it would be quite appropriate as a joint research activity with Chemistry. That would be my view for what it is worth. But composition, structure, properties, performance, Merton Fleming's picture, defines Materials Science. BBV: What about the recent addition of end-users to this picture? PH: Yes end-users are important but I would consider that this links in with performance. The interaction with industry is important. Quite apart from the problem of funding it is vital for materials science, as an enabling science. This page was last updated on 5 February 2003 by Arne Hessenbruch

<urn:uuid:498b585e-5248-45e3-a618-331f3d71fd80>

How we use gender: - Every society we know of assigns people to genders. Usually this is “man” or “woman,” depending on the way their genitals look at birth. Some societies have a third gender that involves a combination of the roles of the male and female genders. - Most people have the habit of classifying everyone they meet into one gender or another. Often this is reflected in aspects of language such as pronouns. Some languages, like French, even assign gender to inanimate objects. - Every society we know of reserves certain roles, spaces and relationships for the exclusive use of one gender or the other, such as jobs, bathrooms and marriages. In these situations, gender is always a shortcut for some harder-to measure criterion, like strength or the ability to bear children. - Every society we know of has gender expression: ways that people identify themselves as one gender or another. Some of these are behavioral, involving habits of speaking or moving. Others involve clothing, accessories and grooming. How we react to gender: - Everyone has feelings about their gender. Many people have transgender feelings: a desire to be a gender different from the one assigned to them. Many people have gender dysphoria: discomfort with the gender they were assigned. - Everyone has beliefs about their own gender. Some people have transgender beliefs that conflict with the gender they were assigned. - Some people take transgender actions: they are assigned to one gender but take on expressions, spaces and roles that their culture reserves for another gender. These gender expressions may include modifying their bodies in various ways. How to respect gender: - You will meet people who have strong feelings about their gender. Be sympathetic. - You will meet people whose beliefs about their gender differ from yours. Respect their beliefs, and expect that they will respect yours. - You will meet people who express gender differently from the way you expect. Respect them. - You will meet people who want you to address and refer to them as a different gender than you might otherwise. Honor their desire. It’s just words. - You will meet people who you would normally assign to one gender, but who want to take on roles and spaces that your society reserves for a different gender. Respect their wishes and accommodate them as much as possible. How to help: - We hear lots of nasty things about people who violate gender norms. Say a few nice things. - Some people attack people who violate gender norms. Protect people from these attacks. - Some people discriminate against people who violate gender norms. Help balance that out. - Some people spin myths about transgender feelings, thoughts and actions. Some of the most destructive myths are spun by people who are trying to help. Be skeptical, while still being respectful. How to be skeptical while still being respectful: - Your beliefs – about gender and everything else – are your own. Don’t let anyone tell you what to believe. - There’s a big diversity of gender feelings, beliefs and actions out there. A story about a single person won’t tell you about everyone. - We don’t hold elections. Anyone who claims to speak on behalf of “the trans community” is lying. - Lots of people hide their trans beliefs, feelings and actions. We don’t know about them. Anything about transgender issues that contains “most,” “all” or any percentage is probably wrong. - Brain science is not at a point where it can tell us anything reliable. Anything about transgender issues that talks about specific parts of the brain is probably wrong. - Most people desperately want to be normal, and are willing to lie to themselves and everyone else to feel normal. Anything that makes anyone look normal is probably wrong.

<urn:uuid:f4a1ef80-40e8-4f7c-aea6-d9f5324e0e1a>

The human population has been thinned out by terrible diseases countless times in history. Millions of people have been wiped out by various diseases in the past several hundred years. Throughout our history, people have been ravaged by diseases that were brought on by a number of different factors. Sometimes the source of the disease was an animal or an insect. At other times, just a single human being. Whatever the cause, the 10 diseases on our list below have caused millions of deaths throughout human history. 1. Black Death The Black Death is thought to have caused as many as 75 million deaths in the middle ages. It is thought that this dreaded disease started in Central Asia and was brought to Europe in the 1340s. About 25 million people died in Europe, and it is believed that the disease killed as much as 2/3 of the population of Europe. It is now believed that the Black Death was caused by a type of flea that is carried by rodents. Lack of proper sanitation is probably the major cause of the spread of the Black Death, or the Black Plague. Poliomyelitis (polio) is a viral disease of an acute nature that spreads between human beings. It seems to spread by the fecal/oral route primarily. About 90% of polio infections do not result in any symptoms. The problems occur if the virus gets into your blood stream, which then attacks the central nervous system in a small minority of cases. If it does, it will infect and damage motor neurons, which leads to weakness of muscles and paralysis in some cases. About 10,000 deaths have resulted from polio, but hundreds of thousands were paralyzed, including President Franklin Roosevelt, before a vaccine was discovered. Smallpox has ravaged human populations many times in history. It is thought that smallpox reduced Native American populations from 12 million to 235,000 in the 17th century. Smallpox is brought on by two viruses: Variola major and minor. The deadlier form is Variola Major and it causes about 35% of those infected to die. Even if you do not die from smallpox, you will be scarred for life. Also, some people go blind due to ulcerations of their corneas. Smallpox is thought to have killed 60 million Europeans in the 18th century. Fortunately, smallpox is one disease that has been completely eradicated throughout the world. Cholera is a diarrheal disease that is brought on by the Vibrio cholerae bacterium. It is usually transmitted to people by the ingestion of water or food that has bee contaminated. Cholera is a very deadly disease, and a person can actually die within a few hours if there is no treatment. Usually, the disease will start with diarrhea, to shock, and then death in a few days if no treatment is given. About 12,000 people have died from this disease in the last 20 years. This virus first began in 1976 when there were outbreaks in Zaire and Sudan. It is thought to be a zoonotic virus that is causing problems today with the gorilla population in Central Africa. No one is sure what the exact source of the virus is, but there are theories that the fruit bat is responsible. Someone who is suffering from the Ebola virus can have fever, vomiting, diarrhea, pain and bleeding. Mortality is up to 90% of those infected. About 160,000 have died in the last decade from Ebola. Malaria is one of those diseases that is still ravaging the world. Believe it or not, more than 2.7 million people die from malaria every year. This is a disease that is carried by mosquitoes and is caused by a protozoan parasite. It is very common in tropical and subtropical parts of Africa, Asia and the Americas. It infects about 500 million people each year and kills several million per year. Malaria is one of the most serious public health problems in the world. No vaccine is available for this disease, but there are some drugs that you can take constantly to reduce your risk. 7. Spanish Flu This was what caused the 1918 flu pandemic, and it was a category 5 influenza pandemic. Many victims were healthy young people, rather than the old and young, as is typical with flu outbreaks. This pandemic lasted from 1918-19, and spread even as far as the Arttic and to remote islands in the Pacific. It is believed that more than 50 million died, which might have made it more deadly than the Black Death. This very high death count was due to the high rate of infection of as high as 50%. The common flu is a disease of mammals and birds that is brought on by RNA viruses that belong to the family orthomyxoviridae. While many cases of influenza are not deadly, in serious cases, it can cause pneumonia, which can be very serious in young and old people. Flu is unrelated to the common cold and is a much more serious disease. The common flu causes 36,000 deaths each year. AIDS is an assortment of infections and symptoms that happen because of damage to the immune system caused by HIV. The later stages of this disease leave the victim very vulnerable to infections and various tumors. It is thought that HIV started in Africa in the 20th century. About 40 million people around the world currently have HIV, if not full blown AIDS. Fortunately, drugs have been developed that can at least help to ward off HIV from turning into the full AIDS disease. Still, no vaccine has been found yet to fully cure this disease. One does not hear as much about tuberculosis, but it is still a killer. More than 3 million per year still die from TB around the world. Luckily many of the people infected never have any symptoms, but about 10% do eventually develop TB. Over a few months or years, TB slowly destroys your lungs, and eventually you can spit up blood. Fortunately, like the Black Death, TB is treatable with antibiotics. It still can take a few months to clear up this nasty disease with proper treatment, however.

<urn:uuid:8b6a16df-df05-4271-a6e2-1782d08a5404>

Paper by HERRERO from ISCR 6th 1990 In Spain the development of cement, specially for concrete pavements, has been based on making use of fly ash in cement production. Such a development was achieved after studying the characteristics of the available fly ash and the respective experiencies. The results led to a widespread use of this type of cement in paving works with concrete, and it is included in the present standards. According to such standards, this cement is de-signated as Mixed or Type V cement. Concerningits composition, the clinker quantity must be bet-ween 20 and 64%; so fly ash proportion must bebetween 36 and 800/0.

<urn:uuid:d61ecd2f-1cce-44b3-8975-d342e9bd4bb8>

NCASE Resource Library Search for Resources ? Expand All Filters During this webinar, authors from the book, Changemakers! Practitioners Advance Access and Equity in Out-of-School Time, share how they have adapted their practices to continue to support youth, families, and staff during the pandemic. This comprehensive guide on preventing child abuse and neglect uses a strength-based framework for protecting children and strengthening families and community networks. Most valuable are the short tip sheets designed for parents in Chapter 5; they build competencies on a wide range of topics and are presented in Spanish as well as English. This webinar explores ways to create a framework for continuity, consistency, equity and developmentally appropriate practice between early childhood and schools. The focus is on birth to grade three and can be helpful for school-age to consider. The ideas and state examples suggest we need to align practices and polices through cross-sector relationships.

<urn:uuid:ab490fb3-1a38-46a5-bd4f-b43774933d48>

Looking Back at Alston Chase’s Playing God in Yellowstone by Jim Macdonald December 18, 2006 Philosopher Alston Chase wrote Playing God in Yellowstone: The Destruction of America’s First National Park, a book whose central thesis is that the National Park Service, aided and abetted by the budding environmental movement, is to blame for destroying Yellowstone National Park. This thesis is probably shocking to many since the Park Service has been held up as one of the most revered American institutions, and Yellowstone has often been cited as one of the great success stories under its management. Playing God in Yellowstone was first published in 1986, years before I ever set foot in the park that Chase argues had already been destroyed. I first came to Yellowstone in June 1993 and have only now read this famous work. Even with the time lag, I have found it especially provocative and even relevant for today, at least in a big picture sense. Nevertheless, Playing God in Yellowstone is ultimately disappointing, though not because it is out of date. In this essay, I will argue that while Chase’s criticisms of both the National Park Service and the environmental movement have a lot of merit, his voice from nowhere approach cloaks his own ideological—perhaps, religious—presumptions. As a result, Playing God in Yellowstone is not really of much help in shedding light on why Yellowstone is so valuable and therefore what if anything has gone wrong. If we are to have a Yellowstone ethic, we need greater clarity on what is so valuable about this Yellowstone that so many of us love. Chase is not happy about the state of things in Yellowstone, and he is painstaking in showing us the story of how Yellowstone came to be destroyed from what it once was. For one thing, there are fewer beaver, and it turns out that the story as to why there are so few beaver is critical to understanding so much else. Fewer beaver existed because of depleted vegetation. The vegetation was depleted because there were too many elk. There were too many elk because there were not enough wolves or mountain lions. There were not enough wolves and mountain lions because the Park Service had killed them along with as many coyotes as they could wipe out as well. There are also no more Indians in Yellowstone, who had hunted elk and had also through their direct influence affected the vegetation and land. In fact, Chase argues that the numbers of elk and bison are historically way out of proportion, far outnumbering the numbers that probably ever existed in Yellowstone at any point in the history of Earth. According to Chase, the history of trying to “protect” Yellowstone while simultaneously trying to provide “for the benefit and enjoyment of the people,” thus to play God, is a tragedy of folly that played out repeatedly no matter how the focus of value among the park’s managers shifted. Sometimes, managers cared most about protecting elk and bison numbers, and to that end they instituted the policy of predator control. At other times, they cared most about visitor experience. During those times, bear feed lots and animals fenced in near the roads worked best in support of that management focus. After the 1963 Leopold Report, the wind of natural regulation blew managers in Yellowstone to a hands-off policy, one that Chase argues was still a type of playing God. Chase also notes that those supposedly hands-off policies were often inconsistently applied in respect to different wildlife. The Park Service also never abandoned previous management goals, such as in the saga that called for the dismantling of Fishing Bridge purportedly on prime grizzly habitat in favor of the new development of Grant Village even though it turned out that Grant Village was also on prime grizzly habitat. The early Yellowstone managers were forced to deal with Indian “problems,” poachers, and other issues related to the tenuous state of law enforcement in Yellowstone. Chase argues that the law enforcement mentality has remained the primary state of mind behind Park Service management of Yellowstone. As a result, according to Chase, competent science has been under funded and subject to politicization and corruption. Since the scientists in Yellowstone are under the rangers, their work, he claims, has been forced to fit the management policy. If things in this picture are not bleak enough, Chase goes on to argue that the new environmental movement has contributed toward aiding National Park Service mismanagement of Yellowstone. The Leopold Report had called on the National Park Service to manage the parks so that they might be in “nearly as possible in the condition that prevailed when the area was first visited by the white man. A national park should represent a vignette of primitive America.” Managers in Yellowstone interpreted that ultimately as meaning that a hands-off approach was best, suggesting a faith in a “nature” that would take care of itself. It would solve all kinds of management issues if the invisible hand of nature was the ultimate arbiter of what did or did not happen in Yellowstone. Yet, as Chase notes, Yellowstone was hardly an intact ecosystem, that in fact there was no such thing as a closed ecosystem, and so the net result was that the elk and bison population continued to explode while being artificially contained in a range that was too sparse to support the population. In terms of bears, the natural regulation policy meant closing the feedlots, which Chase argues dramatically hurt bear populations and actually increased encounters between humans and grizzlies. It also forced bears into areas outside the park where the same dynamic played itself out over and over again as surrounding communities had to decide – or were forced to decide – what to do about bears eating their garbage. Scientists like the Craighead brothers, who advocated some feeding of bears, were ignored because it was contrary to the policy aims established by non-scientists, or ranger-controlled scientists, in management. All of this existed within the context of a sprouting environmental movement, which deeply distrusted the place of humanity in nature. Distrustful of science, according to Chase, distrustful of authority, fervently against Christianity, increasingly skeptical that humans possessed any virtue, and prone to inconsistent applications of pantheism, the environmentalists found themselves increasingly calling for the spread of “natural regulation” and ultimately for National Park Service control well outside the boundaries of Yellowstone National Park. However, prone to abstract ideologies and increasingly tainted by money and modernized gadgets, the environmentalists’ religious fervor did not have the least bit of understanding about the practical issues actually facing Yellowstone. Sometimes, Chase seems to argue that you needed to take your hands off, and sometimes you needed to put them squarely on. Only science would answer these questions for us, and the science had not yet been done. However, the fervor and influence of environmentalism fit well with the management aims of the National Park Service, but the reality of a Yellowstone that was no longer wilderness befuddled these plans. The range was still in decline, there were still too many elk and bison, and now no one who visited the park even got to see a bear because they were no longer on the roads. What’s more, bear numbers may have been in serious decline—regardless of whatever number magically came forth from the statements by the National Park Service. All of this is an oversimplification of Chase’s rich and well-researched book. Despite rebuttals over the years by the National Park Service and others of many of the particular research claims, Chase offers a thorough indictment not merely of what the National Park Service has done in Yellowstone but its reasons for doing so. Some, including a New York Times book review that came out soon after publication, have criticized Chase for being too maniacally focused on the National Park Service’s faults without paying enough attention to the external threats to Yellowstone by encroaching development and myriad other causes. However, Chase never denies those threats; he simply denies that they have been nearly as destructive as what the National Park Service has perpetrated. Any comparative analysis of which has been more destructive, however, is neither here nor there. If the National Park Service has been as destructive in Yellowstone as Chase claims, then there is no excuse for ignoring the crimes of the demiurge simply because the devil might have done worse. In the original manuscript published in 1986, Playing God in Yellowstone ends with that indictment, and many must have felt it to be a shortcoming because the book was re-published in 1987 with an epilogue that outlines Chase’s recommendations for change within the National Park Service. Having spent chapters railing against environmentalists for challenging the hegemony of atomistic science without any solid idea of what should replace it, Chase seemed to have done the same thing toward the Park Service when he proclaimed Yellowstone dead, its epitaph being, “Victim of an Environmental Ideal.” Yet, he left no vision of what should be done as a result; Yellowstone was already destroyed. Thinking the better of it in 1987, Chase makes recommendations for the National Park Service at large, calling for a management plan based on restorative science. In essence, he ultimately called for something akin to the goal of the Leopold Report, simply applying a different tactic to it than “natural regulation.” Instead, he calls on the Park Service to better clarify its mission, raise the rank and independence of scientists, and then use that science to tell us the extent to which we need to take a hands-on or a hands-off approach in respect to Yellowstone. Where needed, we should use science to restore lands to the condition we want them to be. If that means intentionally providing dead elk meat for bears, then so be it. He also urges that we restore Indians back into the history of Yellowstone and study their relationship with the land as part of this restorative science. In the end, we are told to accept that wilderness has already been destroyed and that we will not get it back. This is the best we can do. One wonders, though, what values are driving Chase’s own vision for Yellowstone. Outside of the epilogue, we are left with a catalogue of what people should not be doing in Yellowstone. Don’t do too much; don’t do too little. The epilogue merely clarifies that, but what is the Yellowstone ideal that we are supposed to be promoting? Is it one with a lot of bears begging on the side of the road? Is it one where begging bears are better than starving bears that have not been fed? Is it one with more beavers and fewer elk? Is it one with more aspen and less sagebrush? In each case, Chase seems to have a preference, but he never states it except to say that what once existed was nice: Yellowstone was not just a natural area. It was not natural to see elk grazing on the mown bluegrass lawns of the administration buildings at Mammoth, to wake in the morning at the Lake Hotel to find a bison asleep under one’s window, to meet a moose walking through the parking lot, to see a bear along the road. It was not natural, but it was nice.That this vision was “nice” is as close as we get in Playing God in Yellowstone for Chase’s rationale for damning all other approaches for park management. This is troublesome since he is especially critical of those who have any other “ideological” value system that explains their own management preferences for Yellowstone. If Yellowstone is an ecosystem, Chase argues, what is an ecosystem? If Yellowstone is part of an inter-connected universe, then what has the science of those connections told us about the practical issues related to Yellowstone? In fact, such a “science,” Chase seems to be suggesting, is largely illusory. Even if it existed, it could not be tested because the connections involved with it are so abstract as to confound measurement. Thus, the Yellowstone that exists, the one that can be valued, is the one which is available to us, not the holistic, semi-pantheistic (minus humanity) version shared by the mystical environmentalists. It remains the one with trees, animals, and humans, and it is from this alone that we can make useful policy decisions with respect to Yellowstone. There is no universal ethic of Yellowstone; all we have is what we think is nice. For only giving us an arbitrary view on what is so nice about what was Yellowstone, Chase minces no words in telling us that Yellowstone has been destroyed. These are severe value claims. Yet, beneath that, we do not see what is so nice about it, merely the hope that we will follow along with him for the ride. He notes that generations may not realize that the Yellowstone he knew has been so depleted, but that it has been depleted, he takes for granted. Given the evaluative system that Chase proposes, this should come as no surprise. The pragmatism veiled in the value of what seems nice to Chase is a necessary consequence of a philosophical stance that values science as the only arbiter of practical questions. As science is generally assumed to be value neutral, it is supposed that it can definitively answer questions. Yet, as we have seen, Chase does have values about what a nice Yellowstone would look like. Given those values, science might be able to provide answers. However, Chase never acknowledges the goal for which the science is supposed to provide the answer. In fact, if he did, then he would be hesitant to talk about scientific panels that are independent from government control. The problem with Park Service control over the science in Yellowstone is that it has a value bias in favor of its own policy. Yet, don’t scientists on any panel bring their own value bias to a project, and what is supposed to constitute the proper goal for the science to answer independently? These are also the puzzles and incoherence of a philosophy known as logical positivism, to which it might seem that Chase adheres here, an interpretation which would likely upset him. One finds support for this interpretation in the 2001 essay, “A Response To Chase’s Accusation Of Tyranny,” by Sing C. Chew, talking about Chase’s 1995 book, In a Dark Wood: The Fight Over Forests and the Rising Tyranny of Ecology. However, in a book entitled Harvard and the Unabomber: The Education of an American Terrorist, published in 2003, Chase apparently blames the influence of logical positivism for the moral disintergration of Ted Kaczynski. Either Chase has had a change of heart, or he was never a logical positivist. To understand what I am saying here, let us look briefly at logical positivism. Logical positivism is the philosophical school that taught that there are only two types of meaningful questions, empirical questions and tautological ones. Empirical questions are those available to us from our senses while tautological questions refer to deductive logical and mathematical statements. We use the truths of mathematics in order to clarify and order our experiential statements. Thus, while I do not experience math equations with my senses, I do experience elk and buffalo. However, I cannot scientifically say anything about elk or buffalo unless I can also say measurable things about them. If there are five buffalo and three leave, how many remain? This is a mathematical statement that when applied to the real experience of seeing buffalo has a meaningful and real answer. What logical positivism also says is that no other question has any meaning whatsoever. Therefore, whether a God exists, whether something is good or evil, or whether something is beautiful all amount to meaningless questions or must be translated into something else. The logical positivist A. J. Ayer said that saying that “Stealing things is wrong,” is no different than saying “Stealing things” with a disapproving tone in one’s voice. The idea of “wrong” as something outside of our sense experience is neither empirical nor tautological, and therefore it doesn’t mean anything. The reason that it is tempting to say that Playing God in Yellowstone is consistent with logical positivism is that Chase seems to say that what is good for Yellowstone is what is verifiable by science while making no defense of the value that the science serves – except to say that it is nice. Furthermore, it is a tempting interpretation due to the heavy dose of criticism Chase levies on groups who have offered radically different value judgments generally distinct from those that might be verifiable by science. What test could be conducted to refute a pantheistic hypothesis about bison in Yellowstone, for instance? However, this may miss Chase’s point, and we should be as charitable as possible. It could simply be that Chase takes the values he espouses to be self evident, or evident by means he has not explained, in which case he has very poorly laid his own cards on the table. What good is it to lay out an ethical critique of what has gone wrong in Yellowstone if you are not also clear about what it is that might have been right? If Chase were merely pointing out the internal inconsistency of policy, that would be one thing. However, he goes much further than this; he ultimately has his favorite sets of solutions. Chase has friends and enemies. Evil makes its way into the very subtitle of the book, and to play “God,” one probably has some idea what one means by that. In its strident moralizing, it seems very unlikely that Chase wants us to see him as a positivist. I suspect he would rather we see him as a practical, non-ideologically inclined person, with a pragmatic view of Yellowstone. Yet, it’s that arbitrariness which is so debilitating. On what grounds are we supposed to hold up the “restored” Yellowstone as better than the elk-infested Yellowstone? Why is the Yellowstone that is defined by the larger boundaries of Greater Yellowstone, however arbitrary, less valuable than the Yellowstone National Park that currently exists? And, why is it that the Park Service management, however incoherent in its application, is any worse or better than the management of a scientific value-indifferent corps of professionals? Whether Chase’s view lends itself to a positivistic interpretation or whether it simply is a voice from nowhere, either way an ideological value system is the starting point from which our analysis of what is best begins. What’s more, that’s the way it should be. While Chase correctly notes that the environmentalists he has considered offer no sound grasping of what sort of value “nature” is, either looked at as in essence everything, or that which is apart from humans, he should but fails to recognize that there is no sound grasping of a science apart from values. Even if those values arise from our common sense, the values should be laid on the table. If the National Park Service is expected to clarify its mission with respect to protection versus recreation, one should expect no less from Chase. What makes Playing God in Yellowstone so frustrating is that it is a book that makes so many wonderful and challenging criticisms of the ideologies guiding policy in Yellowstone without acknowledging its own ideological bent or the rationale for it. We are left instead with the dichotomy between the ideological and the pragmatic as well as that of the religious fanatic and the scientist. These are the tired dichotomies of positivism. Yet, with religious fervor, we get hell, fire, and brimstone against the National Park Service. Perhaps, it is possible to get the same hell, fire, and brimstone against the National Park Service which at the same time resists the need to set religion against science and ideology against pragmatism. Can’t we identify what Yellowstone is, explain why it is valuable, and show how that is consistent with our science? Can’t our ideas be rooted in the particular geysers, buffalo, elk, mountains, pines, love affairs, and canyons that we find embodied in Yellowstone? My own critique comes from a standpoint of rationalism. I believe in the old dictum of Hegel that the “real is the rational, and the rational is the real.” I also believe, however, that in our experience, we do not always have much insight into that reality or its rational place in the universe. Like Chase, I do not think we have an adequate grasp of the whole, merely that it is one and that it is interconnected. So, what is Yellowstone, in such a world, and what makes it valuable? Why is that dancing light on Thumb Bay so magical, and why is that better than an oil spill and the colors of those waters? I’m afraid that science will not give us an answer to that question, and yet it matters all the same. We had better be able to say more than its being nice, and if we can’t say more, what then does that mean for our Yellowstone ethic? Who can say, but the questions are not asked enough. And, so long as we make value-laden criticisms of the way others have made value-laden decisions about Yellowstone without defending the basis upon which those criticisms rest, we will not have made any advances on a Yellowstone ethic. Now, why is that so? Why should we take a rationalist stance toward this question? I believe that is self evident. We say that we should only do that which actually makes sense to us, whether we have good or bad reasons. You may convince me of something on a set of bad reasons, but even then, it is the value of reason that we hold to be paramount in respect to the truth. Even if we are suspicious of the ability of humans to grasp reason, we still hold it as the value, since by reason one means that which is sufficient for us to accept as true. To deny the value of reason, it would be like saying that what makes something true is not as valuable to its being true as something else. That is incoherent since the something else that would convince us would by definition be a reason. So, on rationalist grounds, I have a solid basis on which to criticize Chase for failing to abide by those grounds in Playing God in Yellowstone. He has tried to convince us that Yellowstone has been destroyed without laying out what is so valuable about what has been destroyed. Therefore, his entire mode of criticism must be called into question. Perhaps, though, the criticisms themselves still stand. I think, quite probably, we will find something irrational about the way that Yellowstone National Park has been managed. Whether it has been destroyed is another question, but if we look at Yellowstone through the prism of whether the National Park Service has failed to have sound reason to act as it has toward wildlife, vegetation, land, and people, then we may be able to give Chase his due for noticing what so few before him have dared to notice. Why were Indians wiped from Yellowstone? Was there reason? Why were predators wiped out? Why was Grant Village built? Why were bears first fed and then suddenly forced to fend on their own? On what basis did natural regulation exist as a policy? On what grounds should Yellowstone be managed by the National Park Service as a bioregion? If we update the story, why were wolves reintroduced? Why is bioprospecting now being considered, and why are snowmobiles managed the way they are? What is the guiding reason, and what guiding reason should we use for our assessments? These are important questions, which are both ideological and practical. They will require our devotion to them not unlike that of a religious zealot, but we must have the patience to pursue and measure our results like the very best of scientists. These are the questions we must ask, and we must be very careful always to lay our own value judgments out on the table. These are the seeds of our reasons, and we need to know the basis, if any, upon which these grow. As I conclude, I want to note one sneaking suspicion. I suspect, as we look into Yellowstone, we will find it infinitely more complicated than any of us have ever imagined. We will identify all kinds of Yellowstones, all of them real, none of them identical with each other. I suspect that we suffer from an illusion that we can fully identify Yellowstone and therefore control it in a way that is consistent and sound. I doubt that that is possible, but I also believe that those doubts spring the hot waters of a new hope in figuring out what it is we should be doing. Humans live with the vanity of pretending to know even though we are continually humbled by how little in fact we do know about the stuff of our experience. Our only possible wisdom is small, that we should not claim to know more than we actually do. Freeing ourselves from the illusion of knowing more (or less – as in the case of the positivists) than we know is more rational and therefore better. It also comes with all kinds of consequences. It would do us well, if investigation shows my suspicions true, for us to deal directly with those consequences. In any respect, I have high hopes that there is more than enough space for a lifetime of action in a Yellowstone that acknowledges its infinite forms and our inability to get at very much of it. Chase, Alston. Playing God in Yellowstone: The Destruction of America’s First National Park. (San Diego: Harcourt Brace & Company, 1987). For more on Jim, see also The Magic of Yellowstone.

<urn:uuid:746c1234-5a38-4b08-95c8-77775eeadfb5>

Satellite images processed with the help of computer algorithms are a promising new tool for surveying endangered wildlife. Credit: Satellite image (c) 2020 Maxar Technologies For the first time, scientists have successfully used satellite cameras coupled with deep learning to count animals in complex geographical landscapes, taking conservationists an important step forward in monitoring populations of endangered species. For this research, the satellite Worldview 3 used high-resolution imagery to capture African elephants moving through forests and grasslands. The automated system detected animals with the same accuracy as humans are able to achieve. The algorithm that enabled the detection process was created by Dr Olga Isupova, a computer scientist at the University of Bath in the UK. The project was a collaboration with the UK’s University of Oxford and the University of Twente in the Netherlands. Dr Isupova said the new surveying technique allows vast areas of land to be scanned in a matter of minutes, offering a much-needed alternative to human observers counting individual animals from low-flying airplanes. As it sweeps across the land, a satellite can collect over 5,000 km² of imagery every few minutes, eliminating the risk of double counting. Where necessary (for instance, when there is cloud coverage), the process can be repeated the next day, on the satellite’s next revolution of Earth. The population of African elephants has nose-dived over the past century, mainly due to poaching and habitat fragmentation. With only 40,000-50,000 elephants left in the wild, the species is classified as endangered. “Accurate monitoring is essential if we’re to save the species,” said Dr Isupova. “We need to know where the animals are and how many there are.” Satellite monitoring eliminates the risk of disturbing animals during data collection and ensures humans are not hurt in the counting process. It also makes it simpler to count animals moving from country to country, as satellites can orbit the planet without regard for border controls or conflict. This study was not the first to use satellite imagery and algorithms to monitor species, but it was the first to reliably monitor animals moving through a heterogeneous landscape – that is, a backdrop that includes areas of open grassland, woodland and partial coverage. “This type of work has been done before with whales, but of course the ocean is all blue, so counting is a lot less challenging,” said Dr Isupova. “As you can imagine, a heterogeneous landscape makes it much hard to identify animals.” The researchers believe their work demonstrates the potential of technology to support conservationists in their plight to protect biodiversity and to slow the progress of the sixth mass extinction – the ongoing extinction event triggered by human activity. “We need to find new state-of-the-art systems to help researchers gather the data they need to save species under threat,” said Dr Isupova. African elephants were chosen for this study for good reason – they are the largest land animal and therefore the easiest to spot. However, Dr Isupova is hopeful that it will soon be possible to detect far smaller species from space. “Satellite imagery resolution increases every couple of years, and with every increase we will be able to see smaller things in greater detail,” she said, adding: “Other researchers have managed to detect black albatross nests against snow. No doubt the contrast of black and white made it easier, but that doesn’t change the fact that an albatross nest is one-eleventh the size of an elephant.” The paper Using very?high?resolution satellite imagery and deep learning to detect and count African elephants in heterogeneous landscape is published in the Journal of Zoology. The researchers involved in this project were Dr Olga Isupova from the University of Bath, Isla Duporge, Dr Steven Reece, and Professor David W. Macdonald from the University of Oxford, and Dr Tiejun Wang from the University of Twente. Related Journal Article

<urn:uuid:301c9521-a5a4-44f8-9409-5426af3fbaa0>

To explain the use of register, let's look at the normal cut-copy-pasting of text first. When you have cut or copied some text, it lives in a place we call the clipboard, from with you can then paste it. But in most programs, if you copy/cut text again, it replaces what was already on the clip board. Now, what about registers? In emacs, we have a special clipboard with multiple places to store things, each named by a single number or letter. We call these places registers. Thus, you can save some text to register A, some other text to register B, and later paste the contents of register A or B. The key bindings (shortcuts) for this are good to remember: |C-x r s R||save region (selection) into register R| |C-x r i R||insert the contents of register R| (Note: the clipboard that emacs uses for 'normal' cut/copy/paste, the 'kill-ring', allows for multiple (but unnamed) entries as well - but we'll discuss the kill-ring in some other entry.) viewing register contentsOne obvious problem with registers is that for most people it's very hard to remember what went into which register, if you use more than two or three registers. There is M-x view-register, but that's only marginally useful. It would be much nicer if we could get a list of all registers in use and a preview of their contents. To do that, we can use the list-register.el package (see installing packages). The package adds a function list-registers (and some others). I use a key binding C-x r v for that, which somewhat logically follows the other ones: |C-x r v||view registers| (require 'list-register) (global-set-key (kbd "C-x r v") 'list-register)An alternative would be to use C-x r l (for list registers), but that one has already been taken by bookmark-bmenu-list, which shows a list of your bookmarks -- to be discussed some other time). I would vote for including the list-registers functionality in emacs. Having registers without a way to view them, makes them much less useful. more than wordsPersonally, I seldomly use registers for anything but text; however, you can store other things in registers as well (see the Emacs Manual registers section for details): |rectangle||C-x r r R||C-x r i R||save rectangle into register R (see working with rectangular selections, and insert it);| |buffer/position||C-x r <SPC> R||C-x r j R||save buffer/position in register R, and jump back to it| |window||C-x r w R||C-x r j R||save window configuration in register R, and jump back to it. Note that what emacs calls a window is called a window pane elsewhere, see emacs terminology)| |frame||C-x r f R||C-x r j R||save frame configuration in register R, and jump back to it. Note that what emacs calls a frame is called a window elsewhere, see emacs terminology| While registers are quite useful, I think they would be easier to use if they were integrated with the normal cut-copy-paste (the 'kill-ring'). Another issue is that you cannot access your registers from other programs. Actually, recent MS-Office versions do this in a bit nicer way...

<urn:uuid:ac045ebf-a4f8-457c-ad9d-64d8423f572c>

Share this page A measure of the size of nails, at least as early as the fifteeenth century – 21st century. Symbol, d. The symbol comes from the Latin denarius through the French denier, and is also the symbol for the monetary penny. There are 240 pennies to the pound sterling. In current usage in the United States, a 2d nail is 1 inch long. Each 1d increase is ¼ inch increase in length up to 10d followed by a 12d which is 3¼″ long. A sixteen-penny nail is a ¼ inch longer than 12d, and the remaining sizes, beginning with 20d, are multiples of 10 and are each ½ inch longer than the preceding size. In England before about 1488 the penny size was the price in pennies of 100 nails of that size. The hundred was the great hundred, 120, not 100. However, the penny system had already become purely conventional before Queen Elizabeth's time, because we find in merchants' books entries like 100 4d nails for 3 pence, 300 3d nails for 7½ pence, and so on. “By 1573 'sixpenny nail' sold in fact for 3½d per hundred.”1 The size is not based on the nail’s weight in pennyweights. Another incorrect theory sometimes met with² is that the pound was once abbreviated “d” and the “d” size of a nail was the weight in pounds of 1000 nails; that is, a thousand 2d nails would weigh 2 pounds. Confusion between “d” for penny and “d” for pound did the rest. R. E. Zupko, who made an extensive study of records of British weights and measures, makes no mention of “d” as an abbreviation for the pound. 1. Alison Hanham. The Celys and their World. An English Merchant Family of the fifteenth century. Cambridge (UK): Cambridge University Press, 2008. 2. American Electrician's Handbook, 12th ed. If you are interested in nails, you might want to take a look at the types and sizes of nails. ffor ii c of vi peny nayle xijd ffor a c of v peny nayle vd. ffor ii c of iiij peny nayle viiid. For two hundreds of six-penny nails, 12 pence. For a hundred of five-penny nails, 5 pence. For two hundreds of four-penny nails, 8 pence. Henry Littlehales, transcriber and editor. The Medieval Records of a London City Church (St. Mary at Hill) A.D. 1420-1559. Original series nos. 125 and 128. London: Published for the Early English Text Society by K. Paul, Trench, Trubner & Co., 1904-1905. The quotation is from the records for 1477 of a church in London. A note in the Index (page 432) of the volume reprinting these records explains: Dr. Murray points out that these Records completely explain the term “tenpenny” nail. The price of nails was expressed in their cost per hundred: twopenny nails originally cost twopence per hundred, pp. 69, 73, 101; threepenny nails threepence, 73, 82, 120, 138; fourpenny nails fourpence, 84, 87, 120, 138; fivepenny nails fivepence, 84, 88, 135;.sixpenny nails sixpence, 67, 82, 87, 138; and so with tenpenny nails, 67, 69, 72. These prices were retained until 1487-8, p. 138: after that date, however, the price dropped one penny per hundred, but the old designations were still used. Sixpenny nails were sold for fivepence per hundred, 151, 176, 281; fivepenny nails fourpence, 173, 175, 210, 281; fourpenny nails for threepence, 176, 351; threepenny nails for twopence, 281, 340, 351; threepence was charged for two-hundred twopenny nails, 281; and tenpenny nails appear, on one occasion, to have been bought at eightpence per hundred, p. 176. Entries which apparently signify recurrence to original prices occur at pp. 165, 176, 229, 248. Nayles called grett naylles that ys to saye iiii d. naylle v d. naylles and vi d. naylles the b...xl s. Nails called great nails, that is to say 4 penny nails, 5 penny nails and 6 penny nails, the barrel.....40 shillings. [customs duty] From a 1702 copy (British Museum Add. Roll, 16577) of a manuscript internally dated 15 July 1507, consisting of a list of customs duties on various articles, as reproduced as Appendix C in Norman Scott Brien Gras, The Early English Customs System, Cambridge (MA): Harvard University Press, 1918, page 701. Copyright © 2000-2009 Sizes, Inc. All rights reserved. Last revised: 23 March 2012.

<urn:uuid:828c7435-1d8d-4a2c-898b-910a2965d32b>

Centering Community Ownership and Voice to Combat Green Gentrification Public and private housing developers value the benefits parks and green spaces add to an area because they drive economic development and transform neighborhoods. However, by contributing to increasing property values, these green amenities can also present risks for lower-income residents, pricing them out of their neighborhoods. This phenomena is known as green gentrification and can be an unintended consequence of park and green space development. Considering and taking appropriate steps to manage and mitigate this risk is critical for ensuring all residents have equitable access to parks and housing stability. Related Resources (by Tags) Help us expand the Resource Hub Share resources that you think would be a good addition to this tool and our team will review them for inclusion in future updates.

<urn:uuid:db6d15d1-03ce-4c54-b3a7-898b63e348c2>

Smartphones and tablets are becoming increasingly popular as educational tools. Both at school and at home, children enjoy spending time on these devices and a market of educational Apps has emerged that can make screen time both fun and educational. The goal of this page is to share Apps that I have found that promote developing French literacy skills in engaging ways. Jeux Pour Lire This is a great App that is best suited to children who would benefit from exercises to practice sound recognition in words and “chunking” words according to syllable. It is designed as an amusement park and the sounds, colours, and interactive games are very engaging. The games and directions are all in French; however, after spending some time with the App, the goal of the activities becomes apparent and children can become independent in using it quite quickly. Although there is a lite version available, I would recommend paying for the complete version as it has more words to practice at each level. The cost is $4.59. Passeport CP This App is designed to practice a variety of French language skills at the elementary school level, particularly reading skills. It is laid out like a book, containing seven chapters or levels that unfold as activities are completed. Children read along with directions and parts of the story that are all spoken aloud, making this App an excellent tool for students who benefit from hearing as well as seeing text. Again this App is delivered solely in French and I recommend purchasing the full version at the cost of $5.79. French Word Wizard This is an interactive spelling App that has the benefit of allowing families to practice ready-made French word lists or create their own lists to practice weekly words given by teachers. This is an excellent tool for learning and practicing sight words, which are an important part of developing reading fluency. Directions and settings are in English, making it easy for parents to help their children use this App. An additional feature is the interactive alphabet; letter sounds are spoken aloud as words are created. This is a more interactive and engaging way to learn and practice words, something I know families already take time for at home, and costs $4.59. French Words for Kids This App was developed by L’Escapadou, the same company that created French Word Wizard and has many of the same great features such as giving directions in English. This is another interactive spelling App with a variety of ways to practice spelling words including by theme, by focusing on one sound, and by level of difficulty. Again pictures and letter sounds provide engagement and support for learners. The user cannot create their own word lists; however, this App contains 240 words and is a fun way to practice reading and writing words in French. The cost is $4.59. J’aime Lire Store and Mes Histoires Nathan These two Apps are free to download and provide access to online books; books must be paid for and cost $3.49 and up on both sites. Although purchasing books this way can be expensive, I have recommended these Apps on my blog because most of the books are available with audio, making them accessible to readers and families of many levels and abilities.

<urn:uuid:ebbd326f-2a86-4037-ae09-aaee8d6e6620>

A family from the Goulburn Mulwaree local government area, which has been rehoming brumbies from Kosciuszko National Park in the Snowy Mountains, says the NSW Government should implement an incentive for others to do the same. Caroline Hamad and her cousins recently rehomed five brumbies to their farm in Tallong and are working with about 12 other Goulburn Mulwaree residents to rehome more. Anyone can be a rehomer as long as they have adequate food, water, shelter, care and an appropriate facility, and ensure the horses are never returned to publicly managed lands. Unlike some rehomers who train the brumbies to be ridden or sold as children’s ponies, Caroline and her cousins will let their five brumbies roam free on acreage. “We want to give them the freedom they had living in the bush, rather than riding them,” says Caroline. “Although it’s not the same, of course. They aren’t used to houses being nearby.” While the family is happy to take the brumbies into their care in the knowledge they’ll be saved from a knackery, they feel frustrated by the cost to rehomers. They had to pay $130 per horse to a handler, the transport cost of moving the horses from Blowering in the Snowy Mountains to Goulburn, which are 270km apart, plus food and water. A handler is responsible for taking the horses from the NSW National Parks and Wildlife Service (NPWS) and taking care of them until they are rehomed. While this gives rehomers more time to collect the horses, handlers can charge as much as they like. Rehomers can also apply to obtain the horses directly from NPWS, however there is a smaller window to collect them, says Caroline. NPWS has also been offering a $1500 incentive to rehomers, but only during COVID-19 and to those who need to transport the brumbies across a state border. The NSW Department of Planning, Industry and Environment says the need to remove the horses is based on strong scientific evidence that shows the introduced animals damage the park’s fragile alpine and sub-alpine environment, including trampling ecosystems, eroding waterways and destroying key habitat for threatened species. The department also says its priority is to rehome the horses removed from the park, however those that aren’t rehomed are sent to a knackery. Between October 2020 and January 2021, 343 horses were passively trapped and removed, with 95 per cent of those rehomed, the department told Region Media. A spring 2020 population survey estimates there are more than 14,000 brumbies across Kosciuszko National Park, which NSW Deputy Premier John Barilaro says is too high. He says a sustainable number is around 3000 to 4000. Many brumby advocates believe there are far fewer than 14,000 brumbies in the park, and that removing the wild horses isn’t the answer. Caroline and her cousins are advocates of immunocontraceptive vaccines to control brumby numbers, and have been petitioning for brumbies to be left in the park, where they are used to living. “That’s the method we think is most humane,” she says. “These horses are amazing. The ones we took to Goulburn took a few days to leave our holding yard because they were frightened and scared, but they’re harmless – they just sit there and graze.” To find out more about rehoming brumbies, or to contact a handler, click here. Original Article published by Hannah Sparks on About Regional.

<urn:uuid:601417b5-ec58-404e-b562-c872e1165a3f>

Hubble pinpoints source of mysterious outburst The NASA/ESA Hubble Space Telescope has pinpointed the source of one of the most puzzling blast of high-energy radiation ever observed. It is at the very center of a small, distant galaxy. The galaxy appears as a bright blob at the centre of the Hubble picture. Astronomers say it is likely that a supermassive black hole at the core of the galaxy has gravitationally torn apart and swallowed a bypassing star. As the star’s gas falls onto the black hole, X-ray and gamma radiation is ejected along a narrow beam towards Earth. If confirmed, this would be the first time this phenomenon has been observed. NASA, ESA and A. Fruchter (STScI) About the Image |Release date:||7 April 2011, 15:00| |Size:||1200 x 900 px| About the Object |Type:||• Early Universe : Cosmology : Phenomenon : Gamma Ray Burst| |Distance:||4 billion light years| Colours & filters |606 nm||Hubble Space Telescope|

<urn:uuid:432d68fa-342e-4e38-8cd4-7d4482980630>

An island situated near the Northeast corner of the Levant, in an angle formed by the coasts of Cilicia and Syria. In the Old Testament it is called Kittim, after the name of its Phoenician capital Kition. The identification is expressly made by Josephus (Ant., I, vi, 1) and by the Cyprian bishop Epiphanius (Haer., xxx.25). In the tablets from Tell el- Amarna it is referred to as Alashia (E. Meyer, Gesch. des Alterthums, 12, section 499), in Egyptian records as Asi, while in the Assyrian cuneiform inscriptions it is named Yavnan. The island is the largest in the Mediterranean with the exception of Sardinia and Sicily, its area being about 3,584 square miles. It lies in 34 degrees 30'-35 degrees 41' North latitude and 32 degrees 15'-34 degrees 36' East longitude, only 46 miles distant from the nearest point of the Cilician coast and 60 miles from the Syrian. Thus from the northern shore of the island the mainland of Asia Minor is clearly visible and Mt. Lebanon can be seen from Eastern Cyprus. This close proximity to the Cilician and Syrian coasts, as well as its position on the route between Asia Minor and Egypt, proved of great importance for the history and civilization of the island. Its greatest length, including the Northeast promontory, is about 140 miles, its greatest breadth 60 miles. The Southwest portion of Cyprus is formed by a mountain complex, culminating in the peaks of Troodos (6,406 ft.), Madhari (5,305 ft.), Papofitsa (5,124 ft.) and Machaira (4,674 ft.). To the Northeast of this lies the great plain of the Mesorea, nearly 60 miles in length and 10 to 20 in breadth, in which lies the modern capital Nicosia (Lefkosia). It is watered chiefly by the Pediaeus (modern Pedias), and is bounded on the North by a mountain range, which is continued to the East-Northeast in the long, narrow promontory of the Karpass, terminating in Cape Andrea, the ancient Dinaretum. Its highest peaks are Buffavento (3,135 ft.) and Hagios Elias (3,106 ft.). The shore-plain to the North of these hills is narrow, but remarkably fertile. Cyprus is richly endowed by nature. Its fruits and flowers were famous in antiquity. Strabo, writing under Augustus, speaks of it as producing wine and oil in abundance and corn sufficient for the needs of its inhabitants (XIV, 684). The elder Pliny refers to Cyprian salt, alum, gypsum, mica, unguents, laudanum, storax, resin and precious stones, including agate, jasper, amethyst, lapis lazuli and several species of rock-crystal. His list includes the diamond (xxxvii.58) and the emerald (xxxvii.6, 66), but there is reason to believe that under these names a variety of rock-crystal and the beryl are intended. The chief source of the island's wealth, however, lay in its mines and forests. Silver is mentioned by Strabo (loc. cit.) among its products; copper, which was called by the Greeks after the name of the island, was extensively mined there from the earliest period down to the Middle Ages; iron too was found in considerable quantities from the 9th century until Roman times. Scarcely less important were the forests, which at an early date are said to have covered almost the whole island. The cypress seems to have been the principal tree, but Pliny tells of a giant cedar, 130 Roman feet in height, felled in Cyprus (xvi.203), and the island supplied timber for shipbuilding to many successive powers. 4. Early History: The original inhabitants of Cyprus appear to have been a race akin to the peoples of Asia Minor. Its vast resources in copper and timber gained for it a considerable importance and wide commercial relations at a very remote period. Its wealth attracted the attention of Babylonia and Egypt, and there is reason to believe that it was conquered by Sargon I, king of Accad, and about a millennium later by Thothmes III, of the XVIIIth Egyptian Dynasty (1501-1447 BC). But the influences which molded its civilization came from other quarters also. Excavation has shown that in Cyprus were several seats of the Minoan culture, and there can be little doubt that it was deeply influenced by Crete. The Minoan writing may well be the source of the curious Cyprian syllabic script, which continued in use for the representation of the Greek language down to the 4th century BC (A. J. Evans, Scripta Minoa, I). But the Minoan origin of the Cyprian syllabary is still doubtful, for it may have been derived from the Hittite hieroglyphs. Phoenician influences too were at work, and the Phoenician settlements--Citium, Amathus, Paphos and others--go back to a very early date. The break-up of the Minoan civilization was followed by a "Dark Age," but later the island received a number of Greek settlers from Arcadia and other Hellenic states, as we judge not only from Greek tradition but from the evidence of the Cyprian dialect, which is closely akin to the Arcadian. In 709 BC Sargon II of Assyria made himself master of Cyprus, and tribute was paid by its seven princes to him and to his grandson, Esarhaddon (681-667 BC). The overthrow of the Assyrian Empire probably brought with it the independence of Cyprus, but it was conquered afresh by Aahmes (Amasis) of Egypt (Herod. ii. 182) who retained it till his death in 526 BC; but in the following year the defeat of his son and successor Psamtek III (Psammenitus) by Cambyses brought the island under Persian dominion (Herod. iii.19, 91). 5. Cyprus and the Greeks: In 501 the Greek inhabitants led by Onesilus, brother of the reigning prince of Salamis, rose in revolt against the Persians, but were decisively beaten (Herodotus v.104), and in 480 we find 150 Cyprian ships in the navy with which Xerxes attacked Greece (Herod. vii.90). The attempts of Pausanias and of Cimon to win Cyprus for the Hellenic cause met with but poor success, and the withdrawal of the Athenian forces from the Levant after their great naval victory off Salamis in 449 was followed by a strong anti- Hellenic movement throughout the island led by Abdemon, prince of Citium. In 411 Euagoras ascended the throne of Salamis and set to work to assert Hellenic influence and to champion Hellenic civilization. He joined with Pharnabazus the Persian satrap and Conon the Athenian to overthrow the naval power of Sparta at the battle of Cnidus in 394, and in 387 revolted from the Persians. He was followed by his son Nicocles, to whom Isocrates addressed the famous panegyric of Euagoras and who formed the subject of an enthusiastic eulogy by the same writer. Cyprus seems later to have fallen once again under Persian rule, but after the battle of Issus (333 BC) it voluntarily gave in its submission to Alexander the Great and rendered him valuable aid at the siege of Tyre. On his death (323) it fell to the share of Ptolemy of Egypt. It was, however, seized by Demetrius Poliorcetes, who defeated Ptolemy in a hotly contested battle off Salamis in 306. But eleven years later it came into the hands of the Ptolemies and remained a province of Egypt or a separate but dependent kingdom until the intervention of Rome (compare 2 Macc 10:13). We hear of a body of Cyprians, under the command of a certain Crates, serving among the troops of Antiochus Epiphanes of Syria and forming part of the garrison of Jerusalem about 172 BC (2 Macc 4:29). This interpretation of the passage seems preferable to that according to which Crates had been governor of Cyprus under the Ptolemies before entering the service of Antiochus. 6. Cyprus and Rome: In 58 BC the Romans resolved to incorporate Cyprus in their empire and Marcus Porcius Cato was entrusted with the task of its annexation. The reigning prince, a brother of Ptolemy Auletes of Egypt, received the offer of an honorable retirement as high priest of Aphrodite at Paphos, but he preferred to end his life by poison, and treasures amounting to some 7,000 talents passed into Roman hands, together with the island, which was attached to the province of Cilicia. In the partition of the Roman empire between Senate and Emperor, Cyprus was at first (27-22 BC) an imperial province (Dio Cassius liii.12), administered by a legatus Augusti pro praetore or by the imperial legate of Cilicia. In 22 BC, however, it was handed over to the Senate together with southern Gaul in exchange for Dalmatia (Dio Cassius liii. 12; liv.4) and was subsequently governed by ex-praetors bearing the honorary title of proconsul and residing at Paphos. The names of about a score of these governors are known to us from ancient authors, inscriptions and coins and will be found in D. G. Hogarth, Devia Cypria, App. Among them is Sergius Paulus, who was proconsul at the time of Paul's visit to Paphos in 46 or 47 AD, and we may notice that the title applied to him by the writer of the Ac (13:7) is strictly accurate. 7. Cyprus and the Jews: The proximity of Cyprus to the Syrian coast rendered it easy of access from Palestine, and Jews had probably begun to settle there even before the time of Alexander the Great. Certainly the number of Jewish residents under the Ptolemies was considerable (1 Macc 15:23; 2 Macc 12:2) and it must have been increased later when the copper mines of the island were farmed to Herod the Great (Josephus, Ant, XVI, iv, 5; XIX, xxvi, 28; compare Corpus Inscriptionum Graecarum, 2628). We shall not be surprised, therefore, to find that at Salamis there was more than one synagogue at the time of Paul's visit (Acts 13:5). In 116 AD the Jews of Cyprus rose in revolt and massacred no fewer than 240,000 Gentiles. Hadrian crushed the rising with great severity and drove all the Jews from the island. Henceforth no Jew might set foot upon it, even under stress of shipwreck, on pain of death (Dio Cassius lxviii.32). 8. The Church in Cyprus: In the life of the early church Cyprus played an important part. Among the Christians who fled from Judea in consequence of the persecution which followed Stephen's death were some who "travelled as far as Phoenicia, and Cyprus" (Acts 11:19) preaching to the Jews only. Certain natives of Cyprus and Cyrene took a further momentous step in preaching at Antioch to the Greeks also (Acts 11:20). Even before this time Joseph Barnabas, a Levite born in Cyprus (Acts 4:36), was prominent in the early Christian community at Jerns, and it was in his native island that he and Paul, accompanied by Barnabas nephew, John Mark, began their first missionary journey (Acts 13:4). After landing at Salamis they passed "through the whole island" to Paphos (Acts 13:6), probably visiting the Jewish synagogues in its cities. The Peutinger Table tells us of two roads from Salamis to Paphos in Roman times, one of which ran inland by way of Tremithus, Tamassus and Soil, a journey of about 4 days, while the other and easier route, occupying some 3 days, ran along the south coast by way of Citium, Amathus and Curium. Whether the "early disciple," Mnason of Cyprus, was one of the converts made at this time or had previously embraced Christianity we cannot determine (Acts 21:16). Barnabas and Mark revisited Cyprus later (Acts 15:39), but Paul did not again land on the island, though he sighted it when, on his last journey to jerus, he sailed south of it on his way from Patara in Lycia to Tyre (Acts 21:3), and again when on his journey to Rome he sailed "under the lee of Cyprus," that is, along its northern coast, on the way from Sidon to Myra in Lycia (Acts 27:4). In 401 AD the Council of Cyprus was convened, chiefly in consequence of the efforts of Theophilus of Alexandria, the inveterate opponent of Origenism, and took measures to check the reading of Origen's works. The island, which was divided into 13 bishoprics, was declared autonomous in the 5th century, after the alleged discovery of Matthew's Gospel in the tomb of Barnabas at Salamis. The bishop of Salamis was made metropolitan by the emperor Zeno with the title "archbishop of all Cyprus," and his successor, who now occupies the see of Nicosia, still enjoys the privilege of signing his name in red ink and is primate over the three other bishops of the island, those of Paphos, Kition and Kyrenia, all of whom are of metropolitan rank. 9. Later History: Cyprus remained in the possession of the Roman and then of the Byzantine emperors, though twice overrun and temporarily occupied by the Saracens, until 1184, when its ruler, Isaac Comnenus, broke away from Constantinople and declared himself an independent emperor. From him it was wrested in 1191 by the Crusaders under Richard I of England, who bestowed it on Guy de Lusignan, the titular king of Jerusalem, and his descendants. In 1489 it was ceded to the Venetians by Catherine Cornaro, widow of James II, the last of the Lusignan kings, and remained in their hands until it was captured by the Ottoman Turks under Sultan Selim II, who invaded and subjugated the island in 1570 and laid siege to Famagusta, which, after a heroic defense, capitulated on August 1, 1571. Since that time Cyprus has formed part of the Turkish empire, in spite of serious revolts in 1764 and 1823; since 1878, however, it has been occupied and administered by the British government, subject to an annual payment to the Sublime Porte of ,800 and a large quantity of salt. The High Commissioner, who resides at Nicosia, is assisted by a Legislative Council of 18 members. The estimated population ia 1907 was 249,250, of whom rather more than a fifth were Moslems and the remainder chiefly members of the Greek Orthodox church. An exhaustive bibliography will be found in C. D. Cobham, An Attempt at a Bibliography of Cyprus, Nicosia, 4th edition, 1900. The following works may be specially mentioned: E. Oberhummer, Aus Cypern, Berlin, 1890-92; Studien zur alten Geographic yon Kypros, Munich 1891; A. Sakellarios, Ta Kupriaka, Athens, 1890-91. References in ancient sources are collected in J. Meursius, Cyprus, Amsterdam, 1675, and W. Engel, Kypros, Berlin, 1841. For Cyprian archaeology see P. Gardner, New Chapters in Greek History, chapter vi, London, 1892; J. L. Myres and M. OhnefalschRichter, Catalogue of the Cyprus Museum, Oxford, 1899; M. O. Richter, Kypros, die Bibel und Homer, Berlin, 1893; D. G. Hogarth, Devia Cypria, London, 1889; and J. L. Myres' article on "Cypriote Archaeology" in Encyclopedia Britannica, 11th edition, VII, 697. For excavations, Journal of Hellenic Studies, IX, XI, XII, XVII, and Excavations Cyprus, London (British Museum), 1900; for art, G. Perrot and C. Chipiez, Art in Phoenicia and Cyprus, English translation, London, 1885; for coins, B. V. Head, Historia Numorum, Oxford, 1911; for inscriptions, Sammlung der griech. Dialekt-Inschriften, I, Gottingen, 1883; for the Cyprian church, J. Hackett, History of the Orthodox Church of Cyprus, London, 1901; for authorities on medieval and modern history, CL. D. Cobham, Encyclopedia Britannica (11th edition), 11th edition, VII, 701. Marcus N. Tod

<urn:uuid:993d2bf7-7799-46cc-8689-ba28b7f12221>

Divers, researchers return to USS Arizona to study decay By Dan Nakaso Advertiser staff writer Researchers and divers returned to the murky waters of Pearl Harbor yesterday to search for clues about how much longer the hull of the USS Arizona will hold together. For the next two weeks, National Park Service officials and metal experts from the University of Nebraska-Lincoln will study the Arizona to try to answer the question of when it will eventually collapse and possibly unleash whatever remains of the million-plus gallons of oil that went down with it. But the answer probably won't be known for years. A special Navy cleanup crew, in the meantime, practices containing oil spills in Pearl Harbor every year. But so far the focus has been on protecting the Arizona memorial, rather than on planning for an environmental catastrophe that might originate from the wreckage, said Navy spokesman Bill Roome. "We haven't simulated an exercise where the oil originated from the memorial, as far as I know," Roome said. "However, we are trained to respond to oil spills anywhere within Pearl Harbor." Sailors from the On Scene Operations Team based at Ford Island, where the Arizona was berthed along "Battleship Row" when it was bombed, practice laying oil booms to contain any spills. The oil would later be skimmed from the surface of the water. If a real spill should occur, Roome said, the team would also lay booms in several critical areas: at the mouth of Pearl Harbor to keep oil from entering the open ocean, around the nearby Waiawa and Honouliuli wetland areas that are home to four endangered bird species and around the Arizona. The memorial, part of the National Park system, is a monument to the 1,177 sailors who died during the Japanese attack and a reminder of America's entry into World War II. It is treated as a shrine by the few people allowed to dive on it. "Obviously," Roome said, "we want to protect the Arizona." Dan Nakaso can be reached by phone at 525-8085, or by e-mail at [email protected].

<urn:uuid:29faa998-7a8c-4d6f-a4b3-359d9e44e370>

Nestled in Spain’s rugged Basque region, the city of Bilbao was not always synonymous with world-class art and architectural innovation. Just a few decades ago, the city was a struggling industrial town wrestling with a stagnant economy and diminishing opportunities. However, in 1997, this humble city experienced an extraordinary transformation when the Guggenheim Museum Bilbao opened its doors to the public. Designed by the renowned Canadian-American architect Frank Gehry, has since become an enduring symbol of contemporary architecture and an extraordinary case study in urban renewal. Residing along Bilbao’s estuary, the museum is a dynamic medley of twisting titanium, glimmering glass, and austere limestone that has carved Bilbao a prominent place on the global map. Guggenheim Museum Bilbao Technical Information - Architects1-2: Frank Gehry - Location: Abando, Bilbao, Spain - Topics: Museums, Deconstructivism - Area: 24,000 m2 | 258,333 ft2 - Project Year: 1992-1997 - Photographs: Various photographer, See caption details The randomness of the curves are designed to catch the light.– Frank Gehry 3-4 Guggenheim Museum Bilbao Photographs Breaking the Mold: Gehry’s Design Vision Frank Gehry’s design philosophy and architectural style challenge conventional norms and expectations. He is a key figure in deconstructivist architecture, a movement that shatters traditional architectural aesthetics, presenting instead a world of complex, fragmented forms. Gehry’s buildings aren’t mere static structures but dynamic entities that enter into an active conversation with their surrounding cityscapes. The Guggenheim Museum Bilbao is a perfect embodiment of Gehry’s audacious vision. The museum’s structure is a complex interplay of abstractly curved forms, evoking a sense of ordered chaos. To construct this masterpiece, Gehry found inspiration in the city’s industrial heritage, the city’s geography, and the ethereal beauty of its estuary. As a result, the museum is a shape-shifting entity that presents a different face at every angle. The building’s exterior is encased in gleaming titanium, a choice of material that pays homage to Bilbao’s industrial past while reflecting the changing colors of the Basque sky. This facade lends the building an organic quality, making it seem like a living organism breathing in synchrony with the city’s rhythm. Inside the museum, Gehry’s ingenuity unfolds in a series of surprises. The architect designed a massive 50-meter high atrium, acting as the building’s core. From this central space, 19 galleries extend like branches from a tree, each with its unique shape and volume. Some galleries retain a classic rectangular design, while others abandon tradition for a more fluid, organic form. The building’s interior and exterior stand as two sides of the same coin, each an equal testament to Gehry’s genius. The architect’s decision to employ such revolutionary design elements challenged the existing norms of museum architecture and ushered in a new era of innovative design. The Bilbao Effect: Impact on Urban Development The introduction of the Guggenheim Museum Bilbao into the cityscape ignited an unexpected and unprecedented urban transformation. This stark transformation has been so profound that it has been encapsulated in the term “Bilbao Effect.” The term represents the unique ability of landmark architecture to propel economic and social revitalization, giving rise to an elevated urban identity. Since its inauguration, the museum has lured millions of visitors from across the globe, instantly positioning Bilbao as a must-visit destination for art enthusiasts and architecture aficionados alike. The influx of tourism and workers teaching abroad injected economic vitality into the city, rejuvenating businesses and sparking fresh employment opportunities Furthermore, the revenue generated by tourism facilitated extensive infrastructure improvements. Disused factories were repurposed into cultural and recreational spaces, and the riverfront was beautified and made more accessible. The city’s metamorphosis into a cultural hub also fostered the creation of new cultural institutions, contributing to a rich tapestry of artistic experiences. Moreover, the success of the museum brought about a renewed sense of pride among the Bilbao residents. The transformation of their city from an overlooked industrial town into a celebrated center of art and culture instilled a newfound confidence and invigorated the city’s spirit. Gehry’s Legacy: Inspiring Future Architects The Guggenheim Museum Bilbao is not merely a building but a significant milestone in the journey of architecture. Gehry’s audacious design, his inventive use of form and material, and the boldness of his vision have inspired a generation of architects to explore new boundaries. The museum stands as an illustration of how a daring and creative architectural vision can result in a building that is both functional and aesthetically groundbreaking. It has demonstrated the power of architecture to communicate, inspire, and even shape the cultural identity of a city. Gehry’s work has undeniably broadened the horizon of architectural possibility. His ability to defy convention, to craft beauty out of chaos, and to create spaces that resonate with the spirit of their environment has paved the way for architects to embrace innovation and boldness in their designs. The Guggenheim Museum Bilbao, with its distinctive architecture, has become a reference point for architectural education and a symbol of inspiration for future generations of architects. An Icon of the 21st Century The Guggenheim Museum Bilbao is more than a piece of architecture; it’s a living testament to the transformative power of design. Frank Gehry’s masterpiece, with its amalgamation of form and function, has demonstrated how architecture can seamlessly integrate into its surroundings while simultaneously acting as a catalyst for urban change. The museum has become a beacon of deconstructivist architecture, an icon of urban rejuvenation, and a shining testament to Gehry’s creative genius. It has shown the world how a bold architectural vision can transform a humble city into a global cultural hub. Through the Guggenheim Museum Bilbao, Gehry’s legacy will continue to inspire architects and city planners worldwide, ensuring that his innovative approach and creative spirit continue to shape the architectural landscape for generations to come. It is a story of how a city dared to dream big and how that dream, manifested in steel, titanium, and glass, continues to inspire millions across the globe. Guggenheim Museum Bilbao Plans Guggenheim Museum Bilbao Image Gallery About Frank Gehry Frank Gehry is a world-renowned Canadian-American architect known for his pioneering deconstructivist designs that challenge traditional architectural aesthetics. Born in 1929, Gehry has crafted some of the most innovative and visually striking buildings of the 20th and 21st centuries, with the Guggenheim Museum in Bilbao, Spain, standing as one of his most iconic works. His architectural style is characterized by a unique interplay of forms, materials, and function, often resulting in structures that seem to defy gravity and convention. Gehry’s remarkable contribution to modern architecture has been recognized with multiple accolades, including the prestigious Pritzker Architecture Prize in 1989. His work continues to inspire architects around the globe and has left an indelible mark on the face of contemporary architecture. Notes & Additional Credits - Project Management: IDOM - Client: Gobierno Vasco, Diputación Foral de Bizkaia, Solomon R. Guggenheim Foundation - The quote reflects Gehry’s intention in the unconventional design of the museum, highlighting how he intended to use the building’s unique form to interact dynamically with its environment, particularly the ever-changing light conditions. - Frank Gehry: The Masterpieces by

<urn:uuid:8219a0d4-1dd2-4a63-a620-6908d2ee73eb>

Harvey Milk Promenade Park and Equality Plaza is the first park in Long Beach, CA named after an openly gay person, and the first park in the nation named after civil rights leader Harvey Milk. The park and plaza beautified an empty paved area at the end of a pedestrian promenade between a busy street and a tall parking structure and provides a bit of inspiring open space in a crowded urban environment. “Long Beach Recreation,” a historic Works Progress Administration (WPA) mosaic mural, located at the northern terminus of The Promenade had to be incorporated in the design. The monumental mosaic illustrates many local activities and pays homage to its original location at the former Municipal Auditorium (now home to the Convention & Entertainment Center). Originally installed in 1938, the mosaic was saved from demolition and installed at City Place in 1982. The seating, chess tables, and planted areas provide a place to rest along the long Promenade walkway. California native plants including a small grove of orange trees provide environmentally sustainable landscaping. A focal point of the park is Equality Plaza, an area dedicated to recognizing local area LGBT leaders and their contributions to Long Beach and the gay civil rights movement.

<urn:uuid:93fbee3b-70be-4b5a-8d74-c9a4880f3ecb>

After a great deal of reading on the policies and legislation surrounding inclusive education in Australia today, it has become apparent that it is a very contentious issue. I can see true benefits to inclusive education policy and legislation not only for individual students but for wider society as we as teachers and a wider schooling community can show the world that difference is encouraged, accepted and valued. However, it has become clear that the language and labels used in policy and legislation and the implementation of rigid national testing influence the attitudes towards the way society accepts difference. Ashman and Elkins (2009) highlight the role of education as an agent of socialisation. The practices and learning that occurs within the school environment plays a role in shaping societies values, attitudes and beliefs. I see inclusive education as a positive force in shaping our future citizens to accept and value difference. The classroom obviously plays a leading role in socialising tomorrow’s citizens through modeling and teaching students about what is fair and just. The practices of inclusive education show students and wider society that diversity and difference is a rich resource to be valued and accepted, not feared or ignored and that all students can succeed. This focus on social justice encourages the changing of attitudes towards those that may have once been marginalised from society. Through extensive reading it has also become apparent that it is society that has labeled those as different and has created the language that has caused individuals to be marginalised and generalised for their difference (Wolfensburger, 2002; Boyle and Lauchlan, 2007 & Carrington, 1999). Boyle and Lauchlan (2007,... Ashman, A. & Elkins, J. (2009). education for inclusion and diversity. Frenchs Forest, New South Wales:Pearson Education Australia. McTighe, J, & Brown, J. L. (2005). Differentiated instruction and educational standards: Is détente possible? Theory Into Practice, 44(3), 234-244. Shaddock, A. (accessed 2010). Students with a Disability in Australian Schools: Learning and Leading Together. Canberra: University of Canberra. Wolfensberger, W. (2002). Needed or at Least Wanted: Sanity in the Language Wars. American Association on Mental Retardation , 40 (1), 75 - 80. Jacobs, R. (2010, February 5th). Teacher union's plan is a drastic step. The Age. Retrieved from https://learning.secure.griffith.edu.au/webapps/portal/frameset.jsp?tab=courses&url=/bin/common/course.pl?course_id=_78878_1&frame=top

<urn:uuid:15f62a5f-7f53-430a-b7b1-fd4270c90ce8>

Mecklenburg-Western Pomerania (Mecklenburg-Vorpommern) is a Land (state) in Germany, located in the northeastern corner of the country between Brandenburg, Schleswig-Holstein, Lower Saxony and the Baltic Sea, and the neighboring country of Poland. The name is sometimes abbreviated in German to Meck-Pomm (think Mc-Pom), though locals of the state are unlikely to use the name, but you will be understood. It is the least populated part of Germany and thus offers vast natural reserves. Historically, Pomerania continues to the east following the Baltic coastline of Poland. The inland of Mecklenburg-Western Pomerania is relatively flat, as is most of northern Germany, though there are various glacial hills and valleys. There are a large number of lakes formed by glaciers during the last Ice Age. Mecklenburg and Pomerania are known for their many historical Baltic seaside resorts with noble architecture and fine sandy beaches, that are unmatched in most of Europe. The region also offers many hidden castles and manor houses, well-kept medieval towns and an intact nature. - 1 Rostock - The largest city, a hanseatic city close to the sea , with medieval buildings in the city center, a seaside resort (Warnemünde, its port) and the oldest university in the Baltic region - 2 Schwerin - State capital of Mecklenburg-Western Pomerania - 3 Stralsund - A well-preserved medieval city center of world cultural heritage value, another former member of the hanseatic league - 4 Greifswald - university town, also a former member of the hanseatic league - 5 Wismar - A well-preserved medieval city center of world cultural heritage value - 6 Neubrandenburg - urban center of the Mecklenburg Lake District, Lake Tollensesee, medieval wall and Brick Gothic gates, famous concert church - 7 Bad Doberan - 8 Sassnitz - on the island of Rügen, major fishing port with the longest outside mole of Europe, chalk-cliffs north of the town ("Königstuhl" = "King's Chair") - 9 Peenemünde - on the island of Usedom, during World War II this was the site of Nazi weapon research (V1, V2) - 10 Binz - Famous seaside resort on the island of Rügen, holiday resort with very long sandy beach. - 11 Kühlungsborn - 12 Güstrow - 13 Heringsdorf - Baltic Sea Coast - features picturesque beaches and steep, dramatic chalk cliffs in some locations - 1 Rügen - Germany´s largest island in the Baltic just off the coast, location of many seaside resorts and scenic sea cliffs, great bathing beaches - 2 Usedom - nice island in the east of Mecklenburg-Western Pomerania - 3 Fischland-Darß-Zingst - peninsula with fine sand beaches and unspoiled nature - Müritz - Germany´s largest lake on its territory, with a national park on its eastern shore - "Vorpommersche Boddenlandschaft" - ("Western Pomeranian Lagoons") National Park on the coast between Rostock and Rügen - 4 Jasmund National Park - national park on Rügen Mecklenburg (originally pronounced with a long "e") Vorpommern is one of the least densely populated German states, but has been a major (domestic) tourist destination as early as the 19th century. As some of Germany's (historically) most important Baltic ports are here, its cities were among the preeminent in the Hanseatic League (though it was de facto led by Lübeck just across the state border to the west), as well as a desired prize for all Baltic powers. As such pieces of it belonged to Sweden for a long time, starting with the thirty years war (1618-1648) and later Prussia acquired the eastern parts. Trade and shipbuilding have always been important for coastal cities like Rostock and its port Warnemünde and the GDR heavily depended upon its Baltic seacoast both for tourism and other economic activities such as fishery and ship-building. After the fall of the GDR the crisis hit this area particularly hard, as the shipyards could not deal with the new competition (mostly from Korea) and East Germans eager to explore their new-found freedom of travel stopped vacationing in the seaside resorts. However, starting in the mid 1990s tourism has bounced back, as even Western Germans have discovered the allure of the Baltic Sea and many East Germans returned to the vacation spot of their youth. While the shipyards still haven't quite turned the corner they have now specialized in (higher prized) military and specialist vessels, where the high wages don't hurt them as much. Another promising field are renewable energies, as the coast is very windy and the entire state is rather flat, making it the ideal site for windmills and their production. Tourism is still mostly geared towards Germans and (to a lesser degree) their neighbors to the east, particularly Poland. As this was the main beach destination in GDR times FKK (Freikörperkultur, that is nude bathing) is the norm rather than the exception. In the larger cities (especially Rostock) you can get around well with English. Elsewhere, only younger people regularly understand English, so learning a few basic German phrases can be helpful. You may have some luck with Russian among people who grew up during GDR times, as it was compulsory in GDR schools. Angela Merkel for example, who grew up here, still speaks fluent Russian. That said, many people have forgotten all but the basics about their Russian due to lack of practice. Mecklenburg and Pomerania are home to many German dialects of Low German still spoken in rural areas. Low German is a language spoken in northern Germany and the Netherlands, (where it goes by a different name). All Low German speakers speak Standard German, too. From Denmark (Gedser) there are frequent ferry connections to Rostock. Trelleborg in Sweden has several departures a day to Rostock and Sassnitz on Rügen. There are also ferry lines from several Eastern Baltic ports, primarily to Rostock. The fast motorway network (Autobahn) has been considerably extended during the last years and all larger cities now have excellent connections. In the summer months, especially on weekends, the motorways and all roads to the coast can be congested. While they are a comparatively new phenomenon, Intercity buses in Germany serve most major and some minor towns throughout the country with prices often surprisingly low to compete with the better comfort and journey time of trains. The train network is well developed and even smaller towns have regular connections. Take some time though - a 50km ride can take an hour or more, which is considerably longer than elsewhere in Germany. In rural areas, traveling by car is the most comfortable way to get around. The quality of the roads is generally very good. Locals often drive aggressively, disrespecting speed limits and passing recklessly. A very interesting way to get around is by bicycle. There are special touristic bikeways along the Baltic coast and from Berlin to Rostock. Most regular roads also make attractive bike routes. Main roads often have separate bicycle lanes beside them. If they don't, keep off - riding there is both dangerous and unpleasant! - the hanseatic cities on the Baltic coast, namely Wismar, Stralsund, Rostock and Greifswald are well worth a visit. - Jasmund National Park with the 118 m chalk cliff "Königstuhl" ("Kings chair") on the island of Rügen - the 5 km long KdF-building complex and ruins in Prora on the east coast of Rügen (KdF = "Kraft durch Freude" => "Strength through Joy"): Not pretty, but impressive - the Kap Arkona (Cape Arkona) on the north coast of Rügen - the beautiful sea bridges (seebrücke - or "piers" in UK English) of some coastal towns (e.g. Sellin / Rügen and Ahlbeck / Usedom) - Dobbertin Abbey was founded in 1220. South of Güstrow This is mostly a beach destination, so swimming is the main activity of most visitors. It is also a good area for hiking. - fish in all variations ("Rollmops", "Bismarckhering"...) - beer from the local breweries in Rostock, Stralsund and Lübz - Glashäger mineral-water - Sand-thorn juice - Mecklenburg-Western Pomerania is bordered by the German states of Schleswig-Holstein, Lower Saxony and Brandenburg, and the Polish region of Zachodniopomorskie. - Cruising the Baltic Sea

<urn:uuid:8778349d-1379-4657-8a73-dedac7bd3186>

Elie Nadelman carved this couple dancing the tango, a ballroom dance that first appeared in 1900 in Buenos Aires, Argentina. Performed to slow, rhythmic music, the dance requires fluid movement and close contact between partners. Nadelman used natural, unpainted cherry wood to define the couple’s bodies and outer garments, while their hands, faces, and the man’s shirt are painted in white gesso and other colors. Look closely at this work with your students. How does Nadelman show that these figures are dancing? What direction might they be moving? What might happen next? Have your students think about their favorite dance. What do they look like when they’re dancing? Do they wear any special clothes? As a class, have each student ‘freeze’ themselves into a position from their dance. How would they translate that ‘frozen moment’ into a sculpture?Read more

<urn:uuid:3bebd8a6-49fd-4cd5-b312-518a16cea670>

Traditionally, wheezing has only been treated with prescription medications. However, newer research shows that fish oil can decrease the severity of wheezing as well. Specifically, the addition of omega-3 fatty acids into the diet can decrease wheezing. Omega-3 fatty acids* (such as those found in fish) block the production of inflammatory chemicals in the body. These chemicals are responsible for a number of inflammatory processes in the body; some of these cause constriction in the airways, leading to wheezing. After just three weeks of supplementation with fish oil, study subjects (elite athletes) had significantly decreased lung airway narrowing (wheezing), inflammation and use of their medications. Supplementation can serve as a beneficial treatment for active and athletic people with asthma. In addition to supplementation, people with asthma should pay attention to their diet, limiting ‘inflammatory’ foods such as fried foods, alcohol, and processed/junk foods. Identifying and removing food allergens is highly recommended as well. We recommend supplementing your diet with a purified, high-quality fish oil supplement; this is typically necessary to achieve clinical results like those mentioned above, as dietary intakes rarely contain adequate amounts of omega-3 fatty acids. Additionally, the majority of seafood today is contaminated with mercury and other chemicals, making it unsafe to consume in large amounts. P.S. If you are a vegetarian, evening primrose oil is a good source of omega 3 fatty acids. *Omega-3 fatty acids include eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA). Mickelborough, TD, Lindley MR, Montgomery GS. Effect of fish oil-derived omega-3 polyunsaturated fatty acid supplementation on exercise induced bronchoconstriction and immune function in athletes. The Physician and Sportsmedicine, December 2008. Comments will be approved before showing up.

<urn:uuid:1ee35760-0579-41aa-8a93-bdee155091b1>

6 posts • Page 1 of 1 I'll leave it to students to comment on what I discussed in detail in Monday's class as to why hybridization as a bonding model is needed. The example I covered in detail was methane. The purpose of hybridization is to see the types of bonds that the atoms share with each other, whether it be sigma or pi bonds. The different types of bonds allow different properties, like how pi bonds do not allow rotation whereas sigma bonds are rotational. The reason we use hybridization is in part to find the lowest energy (and thereby more stable) form of a molecule. Hybridization differs from VSEPR model because the latter can only help find geometric shapes of molecules while the former can build on VSEPR models to figure how many sigma- and pi- bonds a molecule has, which enable fusion of the orbitals to create more stable molecules. Hybridization is actually the way we explain the VSEPR model. We first discover some molecular geometry. For example, the C-H bond in CH4 has equal length, but the valence electrons are not in the same energy level; and later we use hybridization as an explanation that hybrid orbitals are assumed to be mixtures of atomic orbitals, superimposed on each other in various proportions. Who is online Users browsing this forum: No registered users and 1 guest

<urn:uuid:7618c3c3-e069-4ddc-ba75-890bbb021e34>

It is hard to become a "Great person" in a democratic country, were the ballot box and a free press, media these days, exist. Winston Churchill made history and wrote about it. His writings are huge, detailed, and very informative. Some of the best documented insight into the way it was. It was his personal will and stance that guided the British and its allies, the Canadians, the Australians, the New Zealanders, the Indians, the Maltese and so on, to maintain a hostile attitude against Hitler and the Nazis. It was his drive and never say die attitude that enabled the fightback that would eventually culminate in victory against the Axis forces. Without the British and its allies blockade and its strategic importance in the fight to win the war in Europe in particular. It is impossible to imagine a scenario, based on the realities of the day, other than what happened, that would have prevented a Nazis dominated Europe and probably the World in a decade or two. I believe his comment was in his usually witty response to his bigger than life demeanour and not any deep seated dark villainous attitude that some others would wish it to be.

<urn:uuid:ece4ec99-de1a-4b17-ada8-25c3efe55529>

Definition of procrastination n. - The act or habit of procrastinating, or putting off to a future time; delay; dilatoriness. 2 The word "procrastination" uses 15 letters: A A C I I N N O O P R R S T T. No direct anagrams for procrastination found in this word list. Words formed by adding one letter before or after procrastination (in bold), or to aaciinnooprrstt in any order: s - procrastinations All words formed from procrastination by changing one letter Browse words starting with procrastination by next letter

<urn:uuid:1d991cb0-a95b-47e9-b731-aa5a503d2733>

The European Union has passed a law that will require smartphone manufacturers to adopt USB-C. The claim is that all smartphones should support the same cable type. This sounds great but it’s not and here’s why. The most simplicity answer is that eventually a better cable will be designed but due to strict regulations it won’t be available in the EU. What about a USB-E? Will it ever be allowed on the market? Or is Europe locked into a protocol that will one day become legacy and obsolete to its western competitors. USB-C PD is the power delivery protocol and at max can handle 100 watts at a time (this may change in a future revision see http://web.archive.org/web/20170424150037/http://www.usb.org/developers/powerdelivery/PD_1.0_Introduction.pdf ). As more power hungry smartphones and even laptops adopt USB-C they will be hit with protocol limitations. Eventually this means we will create cables that look like USB-C but ignore parts of the specification to support the more demanding devices. This could lead to bad cables on the market which fry the unfortunate soul who plugs it into their smartphone. This will harm consumers and put additional burden on the court systems in the form of class action lawsuits. I imagine that Europe will pass a similar law requiring laptop chargers to be USB-C and then more problems start popping up. What about laptops which try to include a full desktop GPU which demands 300 watts? It simply won’t be possible to sell them in Europe. All over some law about chargers. Is this the future we want for technology in Europe? Certain faster cables exist today. Imagine an iPad with one terabyte of on device storage for a massive amount of music and movies synced from the iTunes Store. A thunderbolt cable would be much more efficient at data transfer for it. Thunderbolt 3 can transfer at 40Gbps (see: https://thunderbolttechnology.net/blog/thunderbolt-3-usb-c-does-it-all) while USB C 3.1 is limited to 10-20Gbps (see: https://en.wikipedia.org/wiki/USB-C). You can already see how regulation begins to slow down important things like file transfer. For better or for worse Apple will now (at least in Europe models) be forced to adopt a standard which can’t outperform its American competition (Lightning and Thunderbolt). What happens next?

<urn:uuid:89ab2d58-7ac1-47d0-98c0-9203828fe166>

Weak Mobile Signal Wireless technology is still relatively new, and it keeps getting better with every passing generation. The wireless networks today offer amazing speed and connectivity that as seen better internet access and few dropped calls. But as the user base keeps expanding, this evolving technology should provide ways for meeting the needs of the user. As while much of what has been said above stands as a fact, there still is much left to be desired in the distribution and accessibility of the wireless networks. Places such as densely populated urban areas, huge building, or basements tend to have poor connectivity. With this technology, things seem to worsen with every obstacle the wireless network hits or if the distance between one tower to the next is significant resulting in a weak relay of signals between the two. However, there is more to the underlying cause of such problems that what has been mentioned. Causes Of Weak To No Mobile Phone Reception The mobile signal distortion or deterioration can be attributed to any of the following: - General Interference Our urban settings tend to play a major role in the network disruptions that people face today. The mobile signals will fail, deteriorate, or get distorted when they hit surfaces such as metals, concrete or glass. Such materials are widespread in modern towns and cities in the UK. As a result, the network signals will get weaker and weaker as the bounce of such surface or when they get absorbed. The issue of weather is resolved a bit more and more as technology advances; however, wireless networks still can get messed up by the weather. The networks emit Electromagnetic VHF waves, and these are affected by the weather. The experts call the issue a Propagation Delay effect. In short, the network towers transmit signals that are reflected and refracted by different surface into various directions before they eventually reach the mobile phones. As a result, the mobile reception is weak, and thus the user will experience dropped calls and slow internet speeds. The mobile user spends significant time online, and the number of people accessing the internet using mobile devices grows considerably with every passing year. It is a state of affairs pegged on the fact that network technologies have become better and faster and smartphones are the in thing. Internet access takes up much of the network bandwidth; as such, it could be that the problems you have with the signal or speeds may be due to too many users on the same network. - Cross Signals The modern residential and commercial buildings have an array of wireless connectivity that includes Wi-Fi, Bluetooth, and NFC. As such, the presence of different wireless signals can lead to the deterioration or distortion that you are experiencing with your cell phone reception. The problem is that the signals are constantly crossing and fighting each other for airspace. If you factor that, together with the many elements in the urban setting that cause network degradation, things get complicated. That is why a decent mobile signal inside a busy establishment such as a shopping centre or a tall building is hard to get. Possible Workarounds To Boost Signals In as much as we agree that technology has advanced, it is prudent to state that no universal solution to this issue exists; but we are optimistic it will happen soon. Things are however not utterly bleak; there are ways to minimise the problem. You, nonetheless, need to be near a network tower or in an area where radio waves can pass without obstructions. If that is not the case, then the solutions offered below will not help. 1. Switch To A Carrier That Supports VoLTE If the carrier supports VoLTE (Voice over Long Term Evolution), then they can provide direct HD voice integration into the call stream. It will reduce the need for a special device and will eliminate the background noise during the call. With such a support, even the seemingly weak signal can support a call without dropping the call. Moreover, the data over HD voice is compressed so that the audio uses less data allowing it to work with lower or weak frequencies or bandwidth. 2. Use A Signal Booster If the first suggestion does not work, then you most likely are not receiving cell signals. You can opt to install a signal booster in your building.The device is designed to amplify the available network frequencies. It works like a repeater, but it rebroadcasts the signals it finds within the vicinity. Prices of signal boosters vary. The price depends on the model and how strong it is in amplifying the signals. You can find a full range of mobile phone signal boosters from Mobile Repeater UK. However, you should note the following before getting the device: - Make sure the indoor or outdoor mobile reception is weak. You should know this because some of the boosters have specifications for indoor and outdoor use; as such, the performance may vary. You may pick a unit that works best outdoor and used it indoors thus it will not deliver as expected. - Know the distance in which you need to booster to amply because these devices do not have the same range. For instance, those meant for private use tend to have a short range compared to those for commercial use. With a signal booster, it is possible to solve much of the trouble you have with the wireless network and have no dropped calls and enjoy reliable internet access and speeds. 3. Use Wi-Fi Calling Whenever Feasible The networks today have fast and strong frequencies that can even support voice and video calling over the internet. Moreover, the security is better; you can make encrypted calls over Wi-Fi keeping your conversations private. The carriers advise their customers to use Wi-Fi calling mostly because it slashes the load on pre-existing wireless networks that have a significant volume of customers thus are overburdened. 4. Get Rid Of The Clutter The network signals have to overcome various obstacles to reach your mobile phone. Various things in the outdoor are in play in the problems you have with your wireless network, so why add to it all by having stuff in the house that blocks off or distorts the signals! Therefore, you should assess your indoor space and see what items you need to get rid of and drastically improve the network reception in your house. A clutter-free space will see you enjoy crisp, clear, network coverage. Getting organised can be done at no extra cost, and it may be all you had to do to solve the problems you have with your wireless network. Therefore, you may want to try this option before considering the others. When all is said and done, finding a lasting solution to the problem is a matter of doing research and hoping that technology advancements will avail something long-term. The networks are continually evolving, getting better and faster over the years and thus we should expect to see new creations that can support long distance transmissions. And while that is the hope for the future, the above offer temporary fixes to the current poor wireless network issues.

<urn:uuid:aa2cc1cc-6cb1-4e1e-8c27-f60086e0552c>

Can horses eat tomatoes? The answer is yes, with a few caveats. First, make sure the tomatoes are ripe and free of any harmful chemicals. Second, cut them up into small pieces to avoid choking. Third, monitor your horse’s intake to make sure they don’t eat too many tomatoes at once. Checkout this video: Horses are curious creatures and will often try to eat anything they can reach. This includes vegetables that are part of our daily diet, such as tomatoes. So, can horses eat tomatoes? The answer is yes, but with a few caveats. Horses can eat tomatoes, but only in moderation. Too many tomatoes can cause digestive upset and may even lead to colic. When feeding your horse tomatoes, be sure to remove the stem and leaves first. These parts of the plant contain solanine, a compound that is poisonous to horses. If you do choose to feed your horse tomatoes, do so in moderation and always remove the stem and leaves first. The Nutritional Value of Tomatoes Tomatoes are a healthy food for horses and can provide them with a number of essential nutrients. However, as with all fruits and vegetables, it is important to introduce tomatoes to horses gradually, in small amounts, and to monitor their intake to avoid stomach upset. Tomatoes are a good source of vitamins A and C, as well as fiber and potassium. They can help horses stay hydrated and can also be a good treat for horses that are Picky eaters. While there is no need to worry about feeding your horse too many tomatoes, it is important to make sure they are eating a balanced diet that includes hay, grains, and other vegetables and fruits. The Health Benefits of Tomatoes Tomatoes are not only a delicious and healthy addition to our diets, but they also offer many benefits to our horse friends. While horses can eat pretty much anything we give them, there are some foods that are better for them than others. Tomatoes are one of those foods. Here are some of the benefits of feeding your horse tomatoes: 1. Tomatoes are a good source of vitamins A and C. 2. They contain lycopene, which is an antioxidant that can help protect against certain diseases. 3. Tomatoes can help improve circulation and promote healthy skin and coat growth. 4. They are a natural diuretic, so they can help prevent dehydration and urinary tract infections. 5. Feeding your horse tomatoes can also help reduce joint pain and inflammation. The Risks of Feeding Tomatoes to Horses As with any fruit or vegetable, there are some risks associated with feeding tomatoes to horses. The main concern is the possibility of choking, as horses can choke on the seeds or stem of a tomato. It’s also important to be aware that tomatoes contain a small amount of a toxin called solanine, which can cause gastrointestinal upset in horses. While most horses will be fine if they eat the occasional tomato, it’s best to avoid feeding them too many. How to Feed Tomatoes to Horses While horses can eat tomatoes, it’s important to take care when feeding them to your horse. Horses are grazing animals, so they prefer to eat small amounts of food throughout the day. This means that you should only give your horse a few tomatoes at a time, and make sure to monitor their intake. Tomatoes contain a substance called lycopene, which is an antioxidant. When consumed in large quantities, lycopene can be toxic to horses. For this reason, it’s important to only feed your horse a few tomatoes at a time. You should also remove the stems and leaves from the tomatoes before feeding them to your horse, as these parts of the plant contain higher levels of lycopene. If you’re looking for a healthy treat for your horse, tomatoes can be a good option. Just make sure to feed them in moderation and remove the stems and leaves before giving them to your horse. The Best Way to Feed Tomatoes to Horses Tomatoes are a healthy treat for horses, providing them with important vitamins and minerals. However, horses should not eat large quantities of tomatoes at one time, as this could cause digestive upset. The best way to feed tomatoes to horses is to give them a small amount at a time, or to chop them up and mix them into their regular feed. The Worst Way to Feed Tomatoes to Horses Tomatoes are not poisonous to horses, but they should not be fed in large quantities or as a regular part of their diet. The problem with feeding tomatoes to horses is that they contain a substance called lycopene, which is a pigment that can cause colic. How Much Tomato Should a Horse Eat? Horses can safely eat fresh, ripe tomatoes in moderation. A general guideline is that a horse can consume up to 2-3 pounds of tomato per day. The amount of tomato a horse should eat will depend on the size of the horse and its individual nutritional needs. Signs That a Horse Is Eating Too Many Tomatoes Eating too many tomatoes can give your horse digestive problems. If your horse is eating too many tomatoes, you may see one or more of the following signs: – Your horse has diarrhea. – Your horse’s stool is watery and contains bits of undigested tomato skin. – Your horse’s stool is red or darkened in color. – Your horse’s appetite decreases and he loses weight. – Your horse seems lethargic and has a droopy tail. Tips for Feeding Tomatoes to Horses Although horses are not generally browsers like deer, they will sample a wide variety of plants while out on pasture. When it comes to feeding tomatoes to horses, there are a few things to keep in mind. First of all, not all horses will eat tomatoes. Some may turn their noses up at the sight of them, while others will enjoy the occasional tomato as a special treat. If your horse is new to eating tomatoes, start with just a few and see how they react. Tomatoes should not be fed as part of a horse’s regular diet. They are safe to feed in moderation, but because they are acidic, they can cause gastrointestinal upset if eaten in large quantities. Tomatoes should also be chopped or pureed before feeding, as horses may have trouble digesting the skin and seeds. When feeding tomatoes to horses, it is important to make sure that the fruit is ripe and free from any green parts. The green parts of the tomato plant contain solanine, which can be toxic to horses if consumed in large quantities. Always wash tomatoes thoroughly before feeding them to your horse.

<urn:uuid:f92cdcbc-5738-4408-b38a-4488e37b21a3>

Worksheet on good habits contains the various types of questions about the good working habits we need to follow in our daily life. Read the concept to answers the questions on good habits that help us to grow into good citizens. I. Answer the following questions: 1. Do you waste your food? 2. Do you talk while taking your meals? 3. What should you do after eating your meal? 4. Write two good habits on road. 5. Write two good habits while eating food. 6. Why do we use zebra crossing? II. Fill in the 1. Do not eat _________ food. 2. Do not _________ eat. 3. _________ the water tap after use. 4. Learn _________ manners. 5. Do not _________ flowers. 6. Eat slowly and _________ the food well III. Put a tick (√) against the correct sentences and cross (X) against the wrong ones: 1. Do not follow good habits. 2. Do not talk while eating. 3. Write on the walls. 4. Dustbin should be used for throwing wastes. 5. Do not use zebra crossing while crossing the road. 6. Do not wash your hands before and after every meal. Check the answers of the worksheet on good working habits: I. 1. Do not waste food. 2. Do not talk while eating your meals. 3. Wash your hands properly after eating your meal. 4. The two good habits on road are: (i) Do not throw rubbish or garbage on the road. (ii) Use zebra crossing while crossing the road. 5. The two good habits while eating food are: (i) Eat your meal at a fixed time. (ii) Keep your mouth closed while chewing food. 6. We use zebra crossing while crossing the road. II. 1. stale III. 1. X 6. XWorksheet on Safety Rules and First Aid

<urn:uuid:aae60baa-5931-4628-ba96-7c5b042ada98>

Industrial mechanics ensure the operational availability of machinery and manufacturing plants. They fabricate device parts, machine components and assembly groups and install them for machines and technical systems. They then set them up, put them into operation and check their functionality. Their tasks also include servicing and maintaining the systems. They determine the cause of any malfunctions, order suitable spare parts or manufacture these themselves and carry out repairs. When assembly and test work is complete, they instruct their colleagues or customers on how to operate and handle the systems. Source: Federal Employment Agency, BERUFENET – Dated 11/2013 Would you like to become an industrial mechanic? Are you interested in the fields of maintenance, assembly, process optimization, fixture and equipment construction? If you are, you should bring the following attributes to the role: - Interest in mechanical and technical interrelationships - Manual dexterity - Flexibility and ability to work in a team That's what we offer you: - Apprenticeship pay according to IG-Metall tariff NRW - Own iPad for learning and creating your digital report booklet - Own training workshop - Internship abroad and trainee trips

<urn:uuid:da2576f8-87e2-410a-874a-c604bd9378bc>

A pheromone is a chemical, secreted from an animal, that elicits a behavioral or physiological response by another animal of the same species. It is secreted as a liquid and transmitted as a liquid or gas. - About Pheromones in Humans - How Do We Detect Pheromones? - Do Humans Naturally Produce Pheromones? - How Long Do Pheromones Last? - Pheromones Increase Attraction - Why Use A Pheromone Cologne? - Are all pheromone products mostly the same? - What results am I to expect with a human pheromone cologne? - Conclusion on Pheromones About Pheromones in Humans Human pheromones have been around for a long time. The scientific breakthrough, that has been achieved to amplify the effects of the attraction of the opposite sex, has successfully been proven to work for couples. How Do We Detect Pheromones? Human Pheromones are detected through the Vomeronasal Organ (VNO) which is an organ 3 inches inside the nose. it sends a response signal to the brain when the VNO detects the pheromone. So, while the sense of smell is usually discussed in studies of pheromone attraction, it is really a chemical response that occurs, rather than a specific identifiable smell or scent. Others will respond to your chemistry on a subconscious level, with feelings of interest, excitement, attraction, and arousal. Although you may not have heard of pheromones and the sixth sense yet, you will: They’re becoming very popular in the dating and social scenes everywhere. Do Humans Naturally Produce Pheromones? Yes. All of is are chemically communicating with each other all the time. These human pheromones that we give off are the basis for most pheromone cologne or perfume style products on the market today. How Long Do Pheromones Last? This varies depending on each person’s body chemistry and the particular scent they choose. Nexus Pheromones says its pheromone-based cologne lasts about 8 to 10 hours when it is applied to appropriate spots like the pulse points Pheromones Increase Attraction The increase in attraction, affection, touching, eye contact and emotions have become quite evident when the use of pheromones to attract is present. And the longevity of the reaction that you get with pheromones is beyond words. Couples have used pheromones to improve their relationships and marriages for the better. Pheromones can also be used for the single guy or girl seeking the attraction and affection of another. This can be quite useful when out for a night seeking the right kind of attention. Exploring the unlimited possibilities of human pheromone to attract the opposites sex is simply phenomenal! Learn about human pheromones attraction | http://sundowndivers.org/ Why Use A Pheromone Cologne? Because of our routine cultural habits. The first thing that we all do in the morning is take a shower. We then apply lotions, deodorants or aftershaves that further mask the real chemistry of our bodies. We then tend to dress from head to toe, covering 90% of the very skin that releases human pheromones into the air. There have even been some studies that have shown that through evolution, our natural pheromone production has gradually decreased significantly, as civilizations have turned to social customs and norms when choosing a mate. When you put on a human pheromone cologne like Pherazone, you’re not only replacing pheromones that you have previously washed away, lost, or covered up, but you are also adding a chemical breakthrough that will absolutely work on most women. This works by replenishing and even boosting your lost pheromones according to according to http://pheromones-work.weebly.com/ You can really “get back to nature,” and re-establish chemical communication with people around you. People will automatically respond without even understanding why and they just know they like you. Are all pheromone products mostly the same? No. They are all quite different, and most consumers should always shop carefully. You should always look for a product that contains pure androstenone human pheromone concentrate, preferably in a “double strength” potency. If you are having trouble finding the right pheromone product, we recommend you consider pheromone to suit your needs. It could give you the competitive edge and confidence you need to achieve your social and sexual goals.Human pheromones are an easy way to boost your attraction and confidence. You’ll have from all of the choices and attention that you will be receiving from others. What results am I to expect with a human pheromone cologne? - Increased eye contact, smiles and interest and from the opposite sex - Increased sex appeal, more dates, and sexual intercourse. - A total rejuvenation of your current relationship in ways you could never imagine. - More passionate lovemaking with the one that you are with. - You will also notice a more relaxing and easy effect on others around you. - You will notice more instances of being approached by the opposite sex. - More self-confidence when approaching others. - You will also notice an intuitive focus, respect, and attention to you by others. Conclusion on Pheromones As we live our lives, we can then fully understand the simple amplification effects that pheromones give off to attract a lover in our lives. This knowledge combined with the scientific breakthrough to make this all happen is simply genius at work. Never underestimate the power of pheromones and what it can do for you in your life! Learn more about the what are the best pheromones.

<urn:uuid:76d813f1-6fc7-4f48-b512-1a08df46b1c4>

The Academy Foundation and the Wimpfheimer-Guggenheim Fund for International Exchange in Nutrition, Dietetics and Management recently launched a project to collect free nutrition education resources for health practitioners working in developing countries. During an extensive survey, over 140 health professionals from10 different countries responded. About half of survey respondents had experience working or volunteering in Central America. The most commonly addressed nutrition topics were general nutrition, infant nutrition, sanitation and hygiene, nutrition for breastfeeding and pregnancy, iron-deficiency anemia and diseases of over-nutrition. Challenges that were noted included low literacy and multiple dialects among the populations served. The first phase of the pilot will be available on eatrightPRO.org later in 2016. Food pictures and graphics recognizable to the target audiences have proven to be essential for providing successful nutrition education.

<urn:uuid:c4bcef55-547b-4b92-8f8e-7a3076f96dce>

Edinburgh City Council has announced that they will plant one million trees by the end of the decade to become a ‘Million Tree City.’ The Million Tree City initiative refers to the ongoing environmental projects that New York, Shanghai, London, Los Angeles and now Edinburgh have committed to in order to increase the urban forest by planting one million trees. Following the approval of a report by the culture and communities committee, Edinburgh council will draw up an action plan to achieve the one million tree target in the city. The project will include tree planting opportunities on both public and private land, via new developments and to replace trees lost to age, disease and damage. An Edinburgh Million Tree Forum will be set up to bring together principle stakeholders and to find new ways to plant trees quickly and efficiently. The forum will also set annual tree-planting targets, with the number of trees that are planted being publically reported on an on-going basis. Culture and communities convener Cllr Donald Wilson, said: ‘We’re so proud that Edinburgh is already the UK’s greenest city, but we want to and must- do even better, especially as we strive towards our hugely ambitious target of making the city carbon neutral by 2030. ‘By joining the cohort of Million Tree Cities, we’ll be able to substantially reduce carbon dioxide from the atmosphere to lessen the impact of climate change. ‘It’s going to require a huge amount of dedicated partnership but I know we collectively have both the will and the capacity to reach the million tree target if we all pull together.’ ‘It’s impossible to overstate the benefits trees bring to the urban landscape. ‘They help to clean our air, reduce the risk of flooding, keep us cool in the summer and warmer in winter, they give wildlife a home in our city, and they make our neighbourhoods look and feel more tranquil and appealing.’ Earlier this year (January 14), the National Trust announced plans to become the UK’s biggest woodland expansion, planting 20 million trees over the next ten years.

<urn:uuid:1c27b1e1-027a-41c1-b0ca-f90fbf665319>

State officials are reminding people enjoying the outdoors this fall to clean their gear — and their pets — between excursions. A biologist found several hundred New Zealand mud snails in the mud of Blue Slough between Cosmopolis and Montesano. The tiny snails are an invasive species that can cause problems for fish. “New Zealand mud snails are a cause for concern whenever you find them. This is potentially very early in their infestation. There’s a possibility they were recently introduced and they’re not going to survive in that area, there’s a lot of unknowns,” said Allen Pleus, aquatic invasive species coordinator for the state Department of Fish & Wildlife. “We know that New Zealand mud snails are tolerant of saline conditions, they’re in Capitol Lake, and the literature shows they can also survive in brackish waters. As far as what they can actually do in that region, we don’t know,” Pleus said. The snails have only been seen in the United States since the 1980s. With invasive spartina grass, it took more than 100 years to begin to see the impacts of its explosive growth. It’s hard to know the long-term impacts of the snails’ success, Pleus said, but for now we know “they’re not good.” Even one snail could lead to trouble: A single female can clone herself, and within three years the population can reach 12 million, according to Fish & Wildlife. The snails can take over as the dominant invertibrate, consuming up to half the available resources in a stream. Pleus said in some streams in Montana, the snails crowded out native species fish like trout and salmon like to eat. “In those situations, they did find correlations to lower body weight in the fish, and longer-term concerns about the success of those fish in those streams. What happens is these snails feed at the basic food level of algaes and detritus, and they out-compete our native species,” he explained. The fish “don’t have as much to feed on and if they try to feed on the mud snails — first, they are very low in nutritional value, and they can pass through (the fish) unharmed.” Once the snails infest an area, they are very difficult to remove. Capitol Lake has been infested since 2009 despite numerous efforts to remove them. Pleus said a survey is needed to determine whether the snails have infested a wider area in the Chehalis River Basin, but in the meantime, the best thing people enjoying the area can do is help prevent any further spread. “Our first message is prevention. People need to do the ‘clean, drain, dry.’ Any equipment that they use in the water, that could be kayaks, that could be boats. Dogs aren’t equipment, but dogs are often taken into those situations. … They get muddy, the mud contains the mud snails, they go to another location, the mud snails drop off and that’s how they spread,” Pleus said. The snails have essentially a door in their shells allowing them to seal up, potentially surviving for weeks out of water, so cleaning is essential. Fish & Wildlife recommends cleaning waders, shoes, life vests, boat hulls and other gear with a stiff-bristled brush before leaving a water body. If cleaning isn’t possible there, put the items in a plastic bag to clean them at home. Freezing gear for 4-8 hours at 26 degrees Fahrenheit or below, or soaking for at least five minutes in hot water at least 120 degrees are both recommended options, depending on the material. For more information on the snails and how to clean outdoor equipment, visit http://1.usa.gov/18sBX1c.

<urn:uuid:f4117dd6-7691-48b6-bac0-11a2790e71c5>

129th meridian east The meridian 129° east of Greenwich is a line of longitude that extends from the North Pole across the Arctic Ocean, Asia, Australia, the Indian Ocean, the Southern Ocean, and Antarctica to the South Pole. In Australia, the meridian defines the eastern border of Western Australia, and the western borders of the Northern Territory and South Australia. The border of Western Australia meets the Northern Territory border and South Australian border at the 26th parallel south, at what is known as Surveyor Generals Corner. From Pole to Pole Co-ordinates Country, territory or sea Notes Arctic Ocean Laptev Sea Russia Islands of the Lena Delta and the mainland People's Republic of China Heilongjiang Jilin — from North Korea Sea of Japan South Korea Passing Just West of Busan East China Sea Korea Strait — passing just west of the island of Shimono-shima, Japan (at ) Japan Islands of Nakadorijima, Wakamatsujima and Kabajima, Gotō Islands East China Sea Japan Islands of Kaminonejima and Yokoatejima, Tokara Islands East China Sea Japan Island of Tokunoshima Pacific Ocean Passing just east of the island of Halmahera, Indonesia (at ) Halmahera Sea Ceram Sea Indonesia Island of Seram Banda Sea Indonesia Island of Sermata Timor Sea Australia Western Australia / Northern Territory border Western Australia / South Australia border — from Indian Ocean Australian authorities consider this to be part of the Southern Ocean Southern Ocean Antarctica Australian Antarctic Territory, claimed by Australia - Porter, John, Surveyor-General of South Australia (April 1990). "AN HISTORICAL PERSPECTIVE - Longitude 129 degrees east, and why it is not the longest, straight line in the world". National Perspectives: 32nd Australian Surveyors Congress Technical Papers 31 March - 6 April 1990. Canberra: The Institution: Eyepiece - Official Organ of The Institution of Surveyors, Australia, W.A. Division. pp. 18–24. Porter. - Darby, Andrew (22 December 2003). "Canberra all at sea over position of Southern Ocean". The Age. Retrieved 13 January 2013. - "Indian Ocean". Encyclopaedia Britannica. Retrieved 13 January 2013.

<urn:uuid:f4fc31e5-c448-472a-8b24-fd865f18f123>

Table of Contents - 1. Invasion of special variables - 2. yellow naming convention for special variables - 3. green naming convention for (lexical) local variables - 4. what about casual global variables? - - - - 6. does byte compilation eliminate collision? - 7. detailed examples of collision - 7.1. passing an asynchronous callback function (which involves a nonlocal variable) - 7.2. passing an asynchronous callback code - 7.3. passing a synchronous callback function - 7.4. passing a synchronous callback code - 7.5. mid wrap-up - 7.6. returning an anonymous function (which is a closure) - 7.7. local function example - 8. Common Lisp note This post is part of Living with Emacs Lisp. This post is very long and you probably don’t need read sections after the - - - part. 1. Invasion of special variables Invasion of special variables is something that might happen when the following two conditions are met - an emacs lisp file uses defconstto declare a global special variable - another emacs lisp file happens to use a lexically scoped local variable of the same name as the global special variable from the other emacs lisp file. What happens is that the behavior of the latter file’s code may become unreliable, although not always. It is as if the latter file is being invaded by the global special variable. The other way around is invasion of local variables. This happens because of a property of defvar that Erann Gat described as “pervasiveness of defvar”.1 The code (defvar abc) declares the name abc special, which makes abc to be dynamically bound rather than lexically bound, in all emacs lisp files, including files which just happen to name a local variable as abc, even the files that are loaded before execution of (defvar abc), even the ones that are written by other teams, and sometimes even the ones that are byte-compiled. For example, one day, Alice installs emacs-html-server.el for running an html server on Emacs. (packages mentioned in examples here are all made up, unless stated otherwise.) Let’s suppose emacs-html-server.el defines the command ehs-start-server which happens to use a local variable with name python-path. Then another day, Alice installs python-mode.el. Let’s suppose python-mode.el contains this line: (defvar python-path "python" "Path to Python executible.") After she installs it, she finds that the ehs-start-server command becomes broken as soon as she opens a python mode buffer. Another example. One day, Alice installs print-to-pdf.el for printing buffers to pdf files. Let’s suppose print-to-pdf.el defines the command ptp-print-and-open which takes an optional parameter print-newline. Then another day, a new version of Emacs is released. Let’s suppose this version happens to introduce print-newline as a global special variable which specifies how the function ptp-print-and-open is not working as before. We will come to more detailed examples later to see precise conditions in which invasion causes serious collision. There are measures you can take to reduce collision. First, let me tell you a story about Bob. Bob was making something for dinner. The dinner was rice burgers with chicken, tomatoes, lettuce, etc. His cat was observing his cooking and found something funny about the way Bob was cooking. It was that Bob was using two cutting boards. He was using a yellow board for cutting raw chicken, and a green board for cutting tomatoes and lettuce. His cat asked “why two cutting boards?” He answered “My father told me that using two boards is a good habit to have because it reduces chance of cross contamination”2. Yellow board for (global) special variables. Green board for (lexically scoped) local variables. 2. yellow naming convention for special variables Make sure that special variables have names with a hyphen in them. For example, if you use defvar to create a global variable in your emacs init file, you should name the variable with a common prefix (with a hyphen) such as jh- if jh is your initials. ;; in emacs init file (defvar my-abc nil "blah.") (defvar my-xyz nil "blah.") (defconst my-in-ms-windows (eq system-type 'windows-nt) "Non-nil if this is on MS Windows.") If you are a package author, you would have a common prefix for names of all special variables and functions in your package. Even special variables for internal use should be named with that common prefix. For example, python- as its common prefix. ;; in python.el (defvar python-mode-map ...) (defcustom python-indent-offset ...) (defvar python--timer ...) ; for internal use 3. green naming convention for (lexical) local variables You can choose one of the following three possible rules, one of which you may choose to subscribe to: Rule L1: In any emacs lisp file with lexical-binding set to t, all variables should be declared with hyphenless names, except when defining global special variables. For example, names such as path are OK, but names like python-path are not. Rule L2: In any emacs lisp file with lexical-binding set to t, all variables mentioned within an anonymous function body (or a local function body if you use cl-flet), except for global special variables defined in that file or in other required files, should have hyphenless names. In other words, unlike Rule L1, you can declare a (lexical) local variable with names with hyphens, as long as you don’t use that variable within the body of an anonymous function. Rule L3: In any emacs lisp file with lexical-binding set to t, all non-local variables mentioned within an anonymous function body or a local function body, except for global special variables, should have hyphenless names. Rule L1 is the least permissive of names with hyphens, and Rule L3 the most permissive. Rule L1 requires the least amount of thinking, and Rule L3 the most. Whichever rule you choose, don’t forget that function parameters are local variables too and therefore you must follow that rule when you are choosing names for function parameters. There are some built-in special variables with hyphenless names, you should avoid those names as well. (Update: Also, while any of these rules is enough to defend against invasion of special variables, none of them is enough to prevent invasion of local variables. See Invasion of local variables in Emacs Lisp. One of the approaches from that article can be named Rule L0. Rule L0: In any emacs lisp file, all local variables should be declared with hyphenless names.) If you are going with Rule L2 or L3, you should know that it is very easy to end up introducing anonymous functions, sometimes without you noticing it. For example, you are very likely to use anonymous functions if you use mapcar a lot. You might be using some fancy looping macro from some library which is implemented using closures, that is, the macro might be writing anonymous functions for you without you noticing. Macros such as with-process-shell-command macro from Nic Ferrier also make a closure from code you pass, for example. 4. what about casual global variables? Many articles on Emacs Lisp use setq (rather than defvar) to introduce global variables with simple names like y in short code examples. No hyphens there. For example, the following code is from an official article on marks and uses setq to create a global variable (setq m (mark-marker)) (set-marker m 100) (mark-marker) The global variable m is a casual global variable: it is only being used for tutorial purposes, for testing out things, it is not being used as part of code for packages or your init file. Global variables created by setq are not special variables and therefore do not cause invasion of special variables (true as of Emacs 24). This means that the yellow naming convention does not apply to globals from setq. But this behavior of setq is never explicitly mentioned in the manuals, as far as I know. So it is possible that future emacs may change the behavior of setq so that it creates special variables. In that case, you should start naming all global variables (whether created by setq or defvar) with hyphens in names. - - - 6. does byte compilation eliminate collision? Byte compilation does help reduce chance of special variable invasion, as it tends to remove mentions of local variable names, but one should still rely on variable naming conventions. We cannot rely on byte compilation alone, because for example, even if the author of emacs-html-server.el only distributes byte compiled files, he still needs run emacs-html-server.el without byte compilation during his interactive development of the package. Also, when Alice installs python-mode.el from a package archive, and then opens a python mode buffer, and then installs emacs-html-server.el from a package archive and byte compiles it, she may end up with a byte compiled code for ehs-start-server which still mentions the name Also, what if using defadvice or debugging something somehow uncompiles some compiled functions? Does that happen? I don’t know. Another thing is, people rarely compile their emacs init files. Yet another thing, I am not sure that byte compilation eliminating mentions of local variable names is an explicitly documented behavior. 7. detailed examples of collision All emacs lisp file names or all emacs lisp package names in these examples are hypothetical unless stated otherwise. 7.1. passing an asynchronous callback function (which involves a nonlocal variable) Suppose Alice is a user of example.el has a function that makes xhr requests and gets responses using the xhr-get function which is defined in ;;; example.el --- example stuff -*- lexical-binding: t -*- (require 'xhr) ... (defun example-something () (dolist (some-query (list "x" "y" "z")) (xhr-get (format "http://www.example.com/%s" some-query) (lambda (response status) (message "%s => %s" some-query response))))) ... some-query is the name of a variable which is a nonlocal variable to the anonymous callback function. This violates Rule L3. And here is contents of ;;; some.el --- some stuff ... (defvar some-query "query" "some.el query command") (defvar some-version 1.2 "some.el version") ... Notice that this file declares some.el are loaded within same Emacs session, the function example-something will not work as intended because the name some-query is resolved by dynamic binding even within example.el and therefore won’t refer to intended values like “x”, “y” or “z” at the time the anonymous callback function is called, which is after the dolist form has finished executing. 7.2. passing an asynchronous callback code This example is a slight modification of the previous example. Suppose that xhr.el provides a Lisp macro xhr-with-get which is just like xhr-get except it takes a callback code instead of taking a callback function and that the macro is implemented using xhr-get in the obvious way. Suppose example-something-2 which uses that macro: ;;; example.el --- example stuff -*- lexical-binding: t -*- (require 'xhr) ... (defun example-something-2 () (dolist (some-query (list "x" "y" "z")) (xhr-with-get (format "http://www.example.com/%s" some-query) (response status) (message "%s => %s" some-query response)))) ... That still sort of violates Rule L3. some.el are loaded within same Emacs session, the function example-something-2 will not work as intended. xhr-with-get is written like this: (defmacro xhr-with-get (url vars &rest body) "Note: use this macro only in lexical bound Emacs Lisp files" (declare (indent 2)) `(xhr-get ,url (lambda ,vars ,@body))) 7.3. passing a synchronous callback function Suppose Alice is a user of hello.el which defines the hello-insert-stuff command which in turn relies on the fp-repeat function defined in fp.el (which we suppose is a library providing lots of functions for functional programming written by Bob) and suppose fp-repeat is for repeatedly calling a function many times. ;;; hello.el --- hello stuff -*- lexical-binding: t; -*- (require 'fp) (defun hello-insert-stuff () (interactive) ;; inserts "1111111111\n2222222222\n3333333333" to current buffer (dolist (i (list "1" "2" "3")) (fp-repeat 10 (lambda () (insert i))) (insert "\n"))) ... fp-repeat is implemented like this: ;;; fp.el --- fp stuff -*- lexical-binding: t; -*- ... (defun fp-repeat (n func) "Calls FUNC repeatedly, N times." (dotimes (i n) (funcall func))) ... Now suppose Alice has a habit of using defvar with hyphenless names for her casual global variables, thereby violating yellow naming convention for special variables. Today Alice got curious about arithmetic operators and ran the following code in scratch buffer to see how they work with more than two arguments. (defvar i 100) (defvar j 200) (defvar k 300) (print (+ i j k)) (print (* i j k)) (print (- i j k)) (print (/ i j k)) Running that code has a nasty side effect of breaking the intended behavior of hello-insert-stuff. That is because it declares i special, and when Alice runs hello-insert-stuff later, it will insert3 “0123456789\n0123456789\n0123456789″ rather than the intended “1111111111\n2222222222\n3333333333″, because the dynamic binding of i established from within the fp-repeat calls will shadow other bindings. 7.4. passing a synchronous callback code This example is a slight modification of the previous example. Suppose hello-insert-stuff-2 which is like hello-insert-stuff except it uses fp-repeat-do is a Lisp macro defined in fp.el and is simply a macro version of (defun hello-insert-stuff-2 () (interactive) ;; inserts "1111111111\n2222222222\n3333333333" to current buffer (dolist (i (list "1" "2" "3")) (fp-repeat-do 10 (insert i)) (insert "\n"))) We also suppose that fp-repeat-do is implemented using (defmacro fp-repeat-do (n &rest body) "Note: use this macro only in lexical bound Emacs Lisp files" (declare (indent 1)) `(fp-repeat ,n (lambda () ,@body))) Alice running her code for testing arithmetic operations has an effect of also breaking the intended behavior of 7.5. mid wrap-up Someone deviating from naming conventions mentioned in this post causes collision which then breaks the intended behavior of someone else’s code that involves passing callbacks. 7.6. returning an anonymous function (which is a closure) fp-counter which returns a sort of generator of numbers that start from a certain value and with a certain step. For example, (fp-counter 100 2) returns a function that returns 100, 102, 104, … on repeated calls. (defun fp-counter (count-start count-step) (let ((current-number count-start)) (lambda () (prog1 current-number (setq current-number (+ current-number count-step)))))) Notice that the author of fp.el violated Rule L3 twice in that code: Now suppose Alice installs current.el which we suppose is an emacs lisp package for reporting the amount of electric current going through Emacs. What does that mean. I don’t know. Anyway, suppose current.el happens to include this line: (defvar current-number nil "The amount of electric current in teaspoons. This number is updated every `current-update-interval' seconds") When Alice turns on reporting of electric current, everything that relies on fp-counter will break. 7.7. local function example I cannot come up with a good example combining violation of naming conventions and use of local functions leading to trouble. 8. Common Lisp note Common Lisp programmers use a different way of eliminating invasion: the earmuffs convention. They put asterisks around special variable names and those asterisks are called earmuffs. There is a guy4 who has not been using the earmuffs convention for years though. I don’t know about Common Lisp, but with Emacs Lisp, if you don’t stick to the naming conventions, your code will invade others code and vice versa. setq-ing on an undefined variable name at top level may do one of the following three things depending on Common Lisp implementations: - creates a lexical global, that is, declares a global variable (or in Lisp speak, sets the global value of the variable) without making it special (or in Common Lisp speak, without proclaiming it special). - creates a global special variable. he used that phrase in The Idiot’s Guide to Special Variables and Lexical Closures bacteria may move from raw chicken to the cutting board or knife and then from there to lettuce which goes to the rice burgers. see http://cooking.stackexchange.com/questions/2209/how-do-you-properly-clean-a-cutting-board-and-knife-to-prevent-cross-contaminati actually not true. It will insert the character corresponding to ASCII code 0, then that of 1, and so on Doug Hoyte who wrote Let Over Lambda

<urn:uuid:5fd103ee-bbf8-46c4-9179-d5b47e6d14ab>

1. Any regime or context in which the content of what is publicly expressed, exhibited, published, broadcast, or otherwise distributed is regulated or in which the circulation of information is controlled. The official grounds for such control at a national level are variously political (e.g. national security), moral (e.g. likelihood of causing offence or moral harm, especially in relation to issues of obscenity), social (e.g. whether violent content might have harmful effects on behaviour), or religious (e.g. blasphemy, heresy). Some rulings may be merely to avoid embarrassment (especially for governments). In countries where there is internet censorship, the magnitude of filtering varies greatly, from selective to pervasive: blocking access is a standard control mechanism. See also content filtering; regulation. 2. A system of regulation for vetting, editing, and prohibiting particular forms of public expression, presided over by a censor: an official given a mandate by a governmental, legislative, or commercial body to review specific kinds of material according to pre-defined criteria. Criteria relating to public attitudes—notably on issues of ‘taste and decency’—can quickly become out-of-step. 3. The practice and process of suppressing the expression of some point of view, or any particular instance of this. This may involve the partial or total suppression of any utterance or text, or of the entire output of an individual or organization on a limited or permanent basis. See also no-platforming. 4. Self-censorship is self-regulation by an individual author or publisher, or by ‘the industry’. Media industries frequently remind their members that if they do not regulate themselves they will be regulated by the state. Self-censorship on the individual level includes the internal regulation of what one decides to express publicly, often attributable to conformism.

<urn:uuid:4aefa52c-2208-41d5-85d6-7a11281ebe8d>

LEARNING FOREIGN LANGUAGES Defining the "educated man or woman" is very difficult to do. However, most would agree that the knowledge of at least one language would surely be an important item on the list. If wе review the history of the study of languages, we find that the study of Latin and Greek was, for many centuries, necessary for any scholar. As late as the middle of the 19th century, an educated person could read in their original form the works of great writers and thinkers, both ecclesiastical and secular. By the later part of the 19th century, individual disciplines such as chemistry, botany, and geology began tо evolve. Specialization in particular fields, including modern languages such as French and German, became necessary, because it was no longer possible for an individual to be well read in many subject areas and stay current on rapid developments in industry, science, and medicine. The study of European languages is considered as part of а classic education. One could read and approach the literature, art, and architectural heritage of Europe more closely with an appreciation for, if not fluency in, one of the European languages. To have been exposed to foreign languages is a hallmark of good scholarship and a “proper education”. A bridge to understanding Language displays а culture. When you study another language, you gain the understanding of language, not only the one being learned, but also of your own. Foreign language study brings home the impact, the sensitivity, and the limitations of our native language. It teaches volumes about the culture that uses the language being studied. Developing an understanding of а simple phrase in another language can explode the imagination. No mere translation will be able tо convey the true meaning of the phrase you understand in its In examining the Eskimo language, you'll find just one word for а motorized vehicle, meaning both an automobile and а motorcycle. You cannot distinguish between the two different machines by vocabulary, because historically the Eskimo culture was seldom confronted with motorized vehicles. On the other hand, these people, who live in what others see as an almost monochromatic world of icе, have а multitude of words for snow. Wet snow, big snowflakes, dry dusty snow, intermittent spitting snow, snow that falls so fast there is no visibility — all have a term. Americans are sometimes referred tо as being culturally isolated, but, like many blanket statements, this simply is not accurate. The United States is made up of citizens from countless nations, many of whom continue tо speak their native language in the home and with friends. There are even communities of native speakers, so you might find а large cluster of Koreans in Los Angeles and an equally dense population of Cambodians in Lowell, Massachusetts. Americans are, in fact, а polyglot nation. American so-called English language is also interwoven with non-English words. Dungarees is an Indian word; kindergarten is а German word. A great number of French words is also used: croissant, esprit de corps, mattre d'hotel, hors d oeuvres, chateaubriand. However, it is true that Americans do not have а good reputation for learning foreign languages. This is largely due to the country’s physical isolation. Europian and Asian countries, which are in close proximity tо other countries, are multi-linguistic. Add tо that the growing dominance of English in international business, and some Americans can justifiably feel less urgency about learning а foreign language. No matter where an American goes, he thinks that somebody who can speak some English will always be right around the corner. Foreign languages are useful and needed The exciting fact is that foreign language study is needed now more than ever. For both the students and the teachers of foreign languages comes the bonus that experiencing the language, using the language, and hearing and seeing it used are no longer confined tо the classroom. Nor does it take а trip abroad. The world has grown closer and smaller, and that makes learning а language not just more meaningful, but also imperative. The need for foreign language skills confronts you daily. In the political arena, world leaders often cannot retire alone tо discuss important matters face tо face and confidentially; interpreters must relay their communications. In equally significant arenas of economics, joint military operations, medicine, and science, global sharing is imperative and can be seriously impeded by the need for translation services. Each day the world community becomes ever more entwined in economic, political, social, and military combinations of states and countries. Our stores are filled with products from around the world, many in the original packaging. Our cities abound with restaurants, coffee houses, newspapers, radio and TV stations, and social centers for groups that are built around other languages. With so many examples of cultural interchange it’s easy to see why the knowledge of foreign languages is so vital. With shared language, we reach across enormous cultural boundaries. It is certainly а skill and an art that are well worth the many hours оf study, language lab practice, travel, and reading tо attain. The Future: A Must for Our World Community Learning someone else's language is nо longer some personal cultural adornment, but rather а signal of membership in and stewardship of the world community. The ground is shifting under our feet, and we will continue tо see dramatic changes in the numbers of people learning foreign languages, in the use of and exposure to foreign languages. Ultimately, we need tо make the individual connections, whether it is two powerful leaders adjourning for some private conversation or а tourist and native sharing а cup of tea together. Each will find differences really not so vast as we once supposed when communication was obscured by the veil of а language we did not understand. The arenas may change; they may be political, social, economic, military, artistic, educational, or recreational, but the underlying need for individuals tо understand each other does not change. Nothing can make those connections faster or more human than sharing а common It is necessary to learn foreign languages. That's why pupils have got such subject as a foreign language at school. Everybody knows his own language, but it is useful to know foreign I learn English, because I understand that I can use it. For example, if I go to England I'll be able to speak English there. If I go to the USA, I'll speak English too. English is used not only in England, but also in other parts of the world. I learn English because I want to read foreign literature in the original. I know and like such English and American writers as Charles Dickens, Mark Twain, Lewis Carroll and others. I understand that I must learn English. If I know English well, I'll be able to go to the library and take books by English and American writers in the I like to travel. But it is difficult to visit countries, when you don't know the language of these countries. If I know the language of the country, where I am going to, it will be easy to travel there. If I want to ask something, I can do it in English. I like to read books. And I like to read newspapers, too. If I know, for example, English I'll be able to read English newspapers and magazines. Knowledge of foreign languages helps young people of different countries to understand each other, to develop friendship among them. For example, we have a foreign exhibition in Moscow. If I know a foreign language, it is easy for me to visit this You can see a lot of advertisements, signboards, names in the streets. They are in foreign languages. Very often they are in English. If you know English, you can read and understand Now we buy many clothes from other countries. If you know English well, you can read something about the size of this or that thing. It is clear for you what it is made of. There are a lot of films in foreign languages. If you know foreign languages, you can understand films without any help. There are international friendship camps in the world. If you can speak foreign languages, it will be easy for you to visit such camps and speak with the boys, girls, men even they don't know Russian. In short, I understand that I have to learn English in a proper way and I try to do

<urn:uuid:d5c7df54-698c-4c0b-a485-f3f3f4b81052>

Jacobite Prisoners of the 1715 Rebellion: Preventing and Punishing Insurrection in Early Hanoverian Britain The Jacobite rebellion of 1715 was a dramatic but ultimately unsuccessful challenge to the new Hanoverian regime in Great Britain. This book considers how the Hanoverian Whig regime was able to quell the immediate dangers posed by the rebellion and bring the Jacobite leaders back into the orbit of the government, beginning the process of reintegrating them back into the political mainstream. What people are saying - Write a review We haven't found any reviews in the usual places.

<urn:uuid:8cc79175-015f-4122-a27c-0ec5dae2eb93>

Concerned about air pollution? An Ecodesign-ready woodburning stove is for you! We are all concerned about air pollution. It can cause both short term and long term effects on our health. If you have asthma, lung conditions or heart conditions, poor air quality can make the problem much worse. In cities, a lot of air pollution is caused by petrol and diesel cars, but as you may have read in the press, it can also be caused by wood smoke. In fact, 70% of pollution in the capital was caused by wood smoke – but the important thing to note is that it is wood smoke caused by OPEN FIREPLACES and not wood burning stoves. In fact, if you decide to buy a modern ecodesign-ready stove, emissions caused by wood smoke are actually reduced by 90% This means that replacing an open fireplace with an ecodesign-ready stove would make a huge difference to the quality of our air An Ecodesign ready stove also has other environmental benefits At the moment most of our electricity, and much of our heating, is made by burning fossil fuels such as coal and petrol. These release carbon dioxide which means when they burn they add to the greenhouse effect and global warming. Fossil fuels have a limited supply and will eventually run out and so the world will need to look at other renewable energy sources. Wood is a renewable source and in comparison, to fossil fuels is carbon neutral. This means that burning wood is not only sustainable but it is also a way to reduce global warming and reduce your carbon footprint. Therefore, when you buy a modern wood burning stove – rather than adding to the problems of air pollution and global warming, you are actually going some way to reduce them. Take a look at our huge selection of wood burning and multi fuel stove which come in a range of sizes, prices and designs and buy safe in the knowledge that you are doing your bit to reduce air pollution. Take pride in your Ecodesign Ready Wood Burning Stove! You may have read the negative publicity around wood burning stoves and their impact on pollution. However, delve a little deeper behind the headlines and you will find that stoves don’t deserve their bad reputation. The government’s Clean Air Strategy has been welcomed by the industry as for the most part, manufacturers been way ahead of the government when it comes to making modern stoves that don’t cause pollution. The Stove Industry Alliance (SIA) has already seen the development of Ecodesign Ready stoves that meet the requirements outlined in the Clean Air Strategy and in fact, these stoves actually produce 90% less emissions than an open fire and 80% less emission than older stoves. The pollution levels taken in London as part of the Strategy’s development found that a lot of pollution was caused by petrol and diesel cars but also a significant percentage was also caused by open fireplaces and NOT stoves – as the press may have you believe. Another benefit to owners of Ecodesign-ready wood burning stoves is that wood is of course, is mainly carbon neutral and a sustainable source of fuel. A stove is in fact much more eco-friendly than an electric or gas fire which relies on fossil fuel – a major pollutant. In order to further enhance the green credentials of your stove – make sure you are burning the correct wood. Wood should be well seasoned which means only wood with a moisture content less than 20% should be used. Another tip for homeowners is to ensure the chimney is swept once a year by a reputable chimney sweep. Owners of stoves less than 10 years old should, in fact, feel quite proud of the fact that they are actually making a positive contribution to the environment by reducing both air pollution and their carbon footprint. So now you know you can buy your stove in confidence, browse our huge selection of wood and multi fuel burning appliances. There’s a price and style to suit every home. It's not the stove - it's the fuel! Many customers have been asking ii buying a stove is bad for the environment – the answer is no! Today’s modern Ecodesign-ready stoves are actually much better for the environment than most other heating appliances. Gas and electric stove use fossil fuels and these fuels release carbon dioxide which are partly responsible for global warming. An open fire meanwhile, is the worst offender of all, and in studies was responsible for 70% of air pollution found in London. Stove manufacturers have been working on developing eco-friendly designed appliances for many years and today’s stove is probably one of the most environmentally friendly heater you can buy. The main thing to be aware of is that air pollution is not caused by the stove itself – but the wood you burn on it. Environment Minister Thérèse Coffey said: “Many of us enjoy a cosy fire in our homes, but burning dirtier fuel has a real impact on the quality of air for our family and friends around us. If we make the switch to burning cleaner domestic fuel, we can continue to enjoy burning wood and smokeless coal in stoves and fires in our homes." Cleaner fuels essentially mean ensuring that the wood burnt on a stove is well seasoned – in other words, well-dried. The moisture content should be less than 20% and in fact Defra believe switching to dry wood alone could cut harmful emissions by half. If you burn wood with a high moisture content, it not only produces little heat but also increases smoke and emissions – and it’s not good for your stove or your chimney. In order to ensure you are burning the correct wood, only buy products that have the Woodsure Ready to Burn logo. This allows you to be confident that the wood is clean and high quality and will not cause air pollution. You can read more at http://www.stoveindustryalliance.com/the-importance-of-using-dry-wood.aspx Is the government going to ban us using stoves in our home? No. The government has never suggested a ban on stoves. The government does however, want to ensure that only the cleanest fuels to use on the stoves will be sold. Will I be adding to air pollution if I buy a new stove? No. If you buy a stove that has been made in the last 10 years you are more likely to be improving air pollution and the environment. New stoves that are known as ‘ecodesign ready’ already meet the requirements outlined in the government’s draft Clean Air Strategy and are approved by the Department for Environment, Food and Rural Affairs (Defra). As you can see from the image below, these stoves actually produce 90% less emissions than an open fire and 80% less emission than older stoves. So what is the problem with stoves? The problem is not with the stove, it’s the wood that is burned on them. Wood that is unseasoned (not fully dried out) causes smoke and harmful particulates when it is burned. This is what the government is most concerned about. It wants to ensure that only seasoned wood – that is wood with less than 20% moisture content - is burned. It is expected that it will ban the sale of poor quality logs. How do I know I am buying the right wood? Only buy products that carry the Woodsure approved logo. Products that carry the Woodsure Ready to Burn logo will be clean, of high quality and be well seasoned. Are there any other benefits to buying a stove? Let’s start with the aesthetics. You simply can’t beat the look and feel of a modern stove. With so many designs, colours and sizes available you are sure to find the right stove for your home and we guarantee it will become the focal point of any room. Green credentials. We have outlined above how new stoves are much cleaner than older versions and open fires. It’s also important to remember that using wood is a renewable and sustainable energy source – much better for the environment than fossil fuels. Efficient. Many stoves are highly efficient heating appliances that have a generous heat output that can often heat more than one room. You should therefore see a saving on your energy bills. How do I know which stove is right for me? Our staff are experienced in advising customers on the right appliance for the room based on budget, design and heat output. Just give us a call and we will take it from there.

<urn:uuid:6226acfa-69b2-45d3-90b4-0c1be81f36bb>

The reason is that the expected resale price is an important component of the calculation of the return on a house investment. In the case of owner occupied housing actually, the resale proceeds represent the only source of investment return for the owner. How can we produce house price forecasts over a particular time horizon? Well, there are simplistic methods, which in most cases are highly inaccurate and more complicated econometric methods that tend to produce more accurate forecasts. The simplistic techniques usually start from the current level of house price and then grow them by a constant annual growth rate. So for example, if the price of the house today is Pt and we are expecting it to grow at an annual rate of r, then the formula for forecasting the price of the house after n years is: Pt+n = Pt × (1+r)n In order to demonstrate the application of this formula let’s assume that the price of the house today (Pt) is £250,000 and that we expect it to grow in the medium term at an average annual growth rate of 2%. With this data we can forecast the price of the house after five years as: Pt+5 = 250,000 × (1+0.02)5 = 250,000 × 1.104 = 276,020 Of course this method relies completely on one number, the assumed yearly growth rate. In most cases, the growth rate used for the above calculation represents the average of recent or longer-term historical data, depending on whether the forecast horizon is short-term or long-term respectively. However, there is a serious problem with this approach because it assumes that the future will be exactly the same as the past, which is rarely the case. Thus, the accuracy of any house price forecasts produced using this technique is highly questionable. Sometimes in the absence of explicit house price forecasts analysts may use forecasts of the general inflation rate as a proxy for future house price growth rates. However, there has been no empirical study indicating that house price inflation follows general price inflation. The most appropriate methodology for producing property price forecasts is the structural econometric modeling approach with statistical equations of demand, supply, and rents/prices, which are calibrated using sufficient historical data and appropriate estimation techniques. This technique, quantifies the effect of important exogenous economic influences (such as population, income, employment, mortgage rates, demographics) on housing demand and supply, as well as the interactions and feedback effects between the endogenous variables of the model. In this way, it allows simulation of the future behavior of the market and prices based on forecasts of the exogenous variables that drive housing demand and supply. Competent forecasts of the exogenous variables can be obtained by specialized firms that use very complex and sophisticated general equilibrium models to forecast population, employment and income changes both at the national and metropolitan level.

<urn:uuid:f9d08189-5e97-4a94-ac0d-59cd8b6bb2af>

All Solutions Pest Control works hard to stay ahead of the termite threat in the area. Termites are a wood-eating pest. They thrive on any kind of cellulose, which is a plant material. This makes any untreated wood that touches the ground a prime target for termite colonies. They can also live on dead plants, wood in soil, and on the dead sections of otherwise healthy trees. Their mandibles are particularly adept at tearing into cellulose material, and they can destroy a house. If you have termites, it is important to call a termite control professional today. Most people don’t notice the termite nests, unless they overturn bits of infested wood outside. But, termites live a very long time, and lay thousands of eggs. The eggs resemble tiny, white caviar. The nymphs that hatch look like termites, but are not much bigger than the eggs. A termite colony is not always located in one particular house. Rather, the subterranean termite colony is usually found in an unexpected place, such as under the street or in the park across the street. The termite colony sends branches off to any food source, and the termites will live in that space as long as possible. The elaborate tunnel system can carry one colony of termites throughout an entire neighborhood. The best way to fight termites is through prevention. Keep all firewood and house siding off of the ground, and check all of your fencing and decks for damage. Termites will not usually eat cedar, but people often have pine fences, rather than cedar. You may see just wings from insects near a crack in your foundation or on the window sill. This is usually an indication that termites have landed there, and dropped their wings so they can burrow in. You may find mud tubes, too, if damp wood termites have selected your house. These mud tubes will usually be on the outside of the house, or in crawl spaces and on wooden beams. If you think you have termites, let our termites control specialist help you today! Call for an inspection.

<urn:uuid:0d17df8c-1c99-4cfd-a18e-80e31e4b2869>

It's in plastic baby bottles, water jugs, dental sealants, food packaging, canned goods, cell phones, CDs and DVDs, and countless other household products. In 2005 alone, manufacturers worldwide produced approximately 3.5 million tons of the industrial chemical Bisphenol A—primarily for use in manufacturing polycarbonate (PC) plastic and epoxy resins. Although past studies have shown conflicting results, and some have deemed the chemical safe, new research adds to the evidence that Bisphenol A, or BPA, may pose a significant health threat. Conducted at the University of Cincinnati, the research concluded that even low doses and short exposure to BPA can inhibit brain development. Published in Endocrinology, this latest study measured BPA's effect on rats in stages of development equivalent to the third trimester through the first few years of human life (2005, vol. 146, no. 12). Experiments revealed that "surprisingly low" doses (0.23 parts per trillion) slowed neuron growth after only minutes of exposure. BPA acts as an artificial estrogen, potentially interfering with the hormone's normal role in developing neurons. Previous studies have linked BPA to reproductive problems, developmental disorders, and increased breast and prostate cancer cell growth. "The presence of large quantities of [BPA] in the environment may not only have long-lasting effects on human health but may also impact the well-being of a diverse array of ecosystems," says Scott Belcher, PhD, an associate professor at UC College of Medicine and the study's lead author. Given estrogen's critical role in brain development, as well as in the normal functioning of adult brains, Belcher and his colleagues hope the findings will encourage regulatory agencies to reevaluate the chemical's use more seriously, especially in materials that come into contact with foods.

<urn:uuid:b868d7c5-435b-443d-8a2e-77656aa1de14>

Guerra, however, has a different view of the situation involving virtual colonoscopy. He described it as "mostly a turf battle." Radiologists, he says, tend to like the newer "virtual" procedure, contending that the dose of radiation is a minimal risk, compared with the benefit. Gastroenterologists, on the other hand, tend to still see the traditional colonoscopy as the diagnostic gold standard. Guerra noted that the two procedures find about the same number of colorectal cancers and, if a CT colonoscopy was done at age 50 and nothing was found, the person wouldn't need another one for 10 years. "You are not going to do more than three or four in a lifetime," he said. In February, the FDA noted that the benefits of medical imaging were considerable because they've led to disease being diagnosed earlier, allowing better treatment options, including "image-guided therapies that help save lives every day." But to keep radiation exposure to a minimum, the agency asked that doctors and patients keep two principles in mind: that each procedure must be justified and that the radiation be given at the minimum dose required. The U.S. Food and Drug Administration has more on radiation from CT scans. SOURCES: Jorge Guerra Jr., M.D., professor, radiology, University of Miami Miller School of Medicine, Miami; March 28, 2010, The New York Times All rights reserved

<urn:uuid:bfa56abf-8eed-4a81-b969-6a6f0d90b01a>

The word Jihad signifies a holy war waged by Muslims against infidels while other theologians confirm it as a holy struggle or striving by a Muslim for a moral or spiritual or political goal. But these two are quite simplistic. The first and foremost importance of Jihad is that it happens to be one of the 10 main practices of Islam. There are some other views too that have been ignored by Hindus time and again. In the Dictionary of Islam, Jihad is defined as “A religious war with those who are unbelievers in the mission of Muhammad………… enjoined especially for the purpose of advancing Islam and repelling evil from Muslims.” In accordance with Bernard Lewis, well-known British-American orientalist, in the midst of Hadiths and classical manuals of Islamic Jurisprudence the word Jihad has a distinctive and perfect military ambition. And what we are witnessing at the moment across the globe the most precarious implementation of the same idea without qualms. Time is therefore to know the exact feature of Jihad. It is noesis or knowledge that helps an individual to know the devil and act in all possible ways to uproot the same. The following video is perfect to make people (infidels like Hindus) to know all about Jihad and what it is in point of fact.

<urn:uuid:dedaf0b5-6f47-4fa1-9f5b-7d46385b2ff1>

Pumped Storage Promiseby John Prendergast, Assoc. Editor; Serial Information: Civil Engineering—ASCE, 1991, Vol. 61, Issue 6, Pg. 64-69 Document Type: Feature article With many utilities facing potential shortfalls in generating capacity, pumped storage hydro plants could be a key to meeting peak-period energy demand in the 1990s. Pumped storage plants function like large storage batteries. Water is pumped from a lower reservoir to a higher one, then released to run turbine generators when demand peaks. There are hundreds of natural sites where the topography is suitable for a pumped storage plant, but environmental concerns about loss of wetlands and other issues and local opposition to construction have led some developers to propose building underground pumped storage projects, in which the lower reservoir is excavated below ground level. The article describes the prospects for pumped storage generally and profiles two projects: the Summit Energy Storage Project, a 1,500 MW plant in Norton, Ohio, about 10 mi from Akron, and the Mount Hope Hydro Project, a 2,000 MW plant in Rockaway Township, Morris County, N.J. Subject Headings: Energy storage | Waste storage | Pumping stations | Water storage | Power plants | Construction sites | Reservoirs | Hydro power | North America | Ohio | United States Services: Buy this book/Buy this article Return to search

<urn:uuid:bfe972b3-8a04-481c-b4b3-436309a3f4a8>

Q. 1 ) The focal length of the convex lens is: (a) + 10 cm (b) + 20 cm (c) – 10 cm (d) – 20 cm Answer: (a) + 10 cm From S.No. 3, we can say that the radius of curvature of the lens is 20 cm because when an object is placed at the centre of curvature of a convex lens its image is formed on the other side of the lens at the same distance from the lens. And, we also know that focal length is half of the radius of curvature. Thus, focal length of the lens is + 10 cm. Q. 2) The separation of the left and right side of the heart is useful in: (a) Preventing oxygenated and deoxygenated blood from mixing (b) Pumping blood to different body parts efficiently (c) Exchange of gases (d) Ensuring that blood flows in one direction only Answer: (a) Preventing oxygenated and deoxygenated blood from mixing Explanation: The separation of the left and right side of the heart is useful in preventing oxygenated and deoxygenated blood from mixing which ensures an efficient supply of oxygen to the body Rise of Nationalism in Europe Class 10 very short one mark Questions and Answers mcq questions for class 10 science with answers pdf download Q. 3) The blood vessel that collects the blood from different organs and brings it back to the heart is: (a) Arteries (b) Veins (c) Capillaries (d) Lymph Answer: (b) Veins Explanation: Veins collect the blood from different organs and brings it back to the heart. They do not need thick walls because the blood is no longer under pressure. Q. 4) The colour of the scattered light depends on: (a) Size of the scatterer (b) Total internal reflection (c) Dispersion of light (d) Atmospheric refraction Answer: (a) Size of the scatterer mcq questions for class 10 science cbse board pdf download Explanation: The colour of the scattered light depends on the size of the scattering particles. very fine particles scatter mainly blue light whereas larger sized particles scatter light of Q. 5) The apparent flattening of the sun’s disc at sunrise and sunset is due to: (a) Dispersion of light (b) Atmospheric refraction (c) Scattering of light (d) Diffraction of light Answer: (b) Atmospheric refraction Explanation: Due to atmospheric refraction, the sun’s rays bend continuously towards the normal before it reaches the earth’ surface as it travels from a rarer medium to a denser Q. 6) Which of the following are ionic compounds? (a) Both (I) and (II) (b) Both (II) and (III) (c) Both (I) and (IV) (d) (I), (II) and (IV) Answer;(c) Both (I) and (IV) Explanation: Ionic compounds are formed between metals and non-metals by the transfer of electrons from the metal atom to the atom of non-metal. In the given question, Mg and Na are metals and Cl and O are non-metals and therefore will form ionic compounds. mcq questions for class 10 science pdf download all chapters Q. 7) Which is the most reactive metal? (a) P (b) Q (c) R (d) S Answer: (b) Q Explanation: According to reactivity series, Zn > Fe > Cu > Ag Since, Zn is the most reactive, but no metal showed reaction with ZnSO4. After zinc, iron is more reactive and only metal Q showed displacement reaction. Thus, it is the most Q. 8) Which is the least reactive metal? (a) P (b) R (c) Q (d) S Answer: (d) S Explanation: Metal S is least reactive as it could not show any displacement reaction with any of the given solutions. mcq questions for class 10 science chemistry pdf Q. 9) What would you observe if Q is added to a solution of copper (II) sulphate? (a) Combination reaction takes place (b) Decomposition reaction takes place (c) Displacement reaction takes place (d) No reaction takes place Answer: (c) Displacement reaction takes place. Explanation: Since Q is most reactive and displaced iron from iron sulphate, it displace copper from copper sulphate as well. Q. 10) The increasing order of reactivity of metals P, Q, R and S is : (a) P < Q < R < S (b) S < R < Q < P (c) S < R < P < Q (d) Q < P < R < S Answer: (c) S < R < P < Q Explanation: Q is the most reactive and S is the least reactive metal. As metal P displace Cu from CuSO4, but R does not. So, P is more reactive than R. science multiple choice questions for class 10 science pdf download Q. 11) A network of tiny blood vessels located at the beginning of a nephron is: (a) Renal calyces (b) Renal pyramid (d) Bowman’s capsule Answer: (c) Glomerulus Explanation: The glomerulus (plural glomeruli), is a network of small blood vessels (capillaries) known as a tuft, located at the beginning of a nephron in the kidney. Q. 12) Each kidney is made up of a large number of excretory units called: (c) Bowman’s Capsule (d) Blood capillaries Answer: (b) Nephrons Explanation: Nephrons are the filtration units present in the kidneys which are packed close together. Every human has two kidneys. The blood arrives at the kidney via the renal artery, which splits into many afferent arterioles. These arterioles go to the Bowman’s Capsules of nephrons, where the wastes are taken out of the blood by pressure filtration. The renal pelvis takes urine away from the kidney via the ureter. Both of the ureters lead the urine into the body’s only urinary bladder, which expands and sends nerve impulses when full. From there, urine is expelled through the urethra and out of the body. Q. 13) The correct sequence of urine formation is (a) Filtration, reabsorption, secretion (b) Secretion, reabsorption, filtration (c) Reabsorption, secretion, filtration (d) Reabsorption, filtration secretion Answer: (a) Filtration, reabsorption, secretion Explanation: Filtration involves the transfer of soluble components, such as water and waste, from the blood into the glomerulus. Reabsorption involves the absorption of molecules, ions, and water that are necessary for the body to maintain homeostasis from the glomerular filtrate back into the blood. Secretion involves the transfer of hydrogen ions, creatinine, drugs, and urea from the blood into the collecting duct, and is primarily made of water. Blood and glucose are not normally found in urine. mcq questions for class 10 science pdf download term 1 exam Q. 14) The speed of light in air 300000 km/s whereas that of speed in a glass slab is about 197000 km/s. What is the reason for the difference in speed of light in two (a) Difference in density. (b) Difference in amount of light. (c) Difference in density of wind flow. (d) Difference in temperature. Answer: (a) Difference in density Explanation: The speed of light varies with density as the medium with higher density decreases the speed of light and medium with lower density increases the speed of light. Q. 15) Which of the following explains the law of refraction of light through the glass slab? (a) Light always bends towards the normal in a glass slab. (b) The incident ray, the refracted ray, and the normal to the interface always lie on the same plane. (c) Ray of light travelling in the air is always considered as the incident ray, and the one in the glass is the refracted ray. (d) Ray of light always travels in a straight path irrespective of change in medium. Answer: (b) The incident ray, the refracted ray, an the normal to the interface always lie on the same plane. Explanation: All the refracted rays follows the first law of refraction i.e., the incident ray, the Q. 16) The speed of light in air is 3 × 108 ms–1, whereas that of the speed of light in water is 2.26 × 108 ms–1. What is the refractive index of water with respect to air? (a) 2.64 (b) 1 (c) 1.32 (d) 0.75 Q. 17) A ray of light continues moving along the same path while passing through air, glass interface. The angle of incidence for the ray is: (a) zero (b) 90º (c) less than 90º (d) grater than 90º Answer: (a) zero Explanation: No, bending of light occurs when light is incident normally on a boundary two media, since angle of incidence and angle of refraction, both are zero. Q. 18) When a lead salt X is heated in a test tube, brown fumes of a gas Y are emitted, along with lead oxide and oxygen gas. Identify the lead salt X and brown gas Y and select the row containing the correct substances and the type of reaction involved: Answer: (b) X → Lead Nitrate, Y → Nitrogen dioxide Reaction type → Decomposition Reaction Explanation: When lead nitrate is heated, it undergoes decomposition reaction to form Q. 19) Which salt has pH more than 7 in solution form: (a) Na2CO3 (c) NaCl (b) CaCO3 (d) CaCl2 Answer: (a) Na2CO3 Explanation: Sodium carbonate (Na2CO3) solution has pH more than 7 as on dissolving in water, it gives weak acid, H2CO3 and strong Q. 20) Arrange the metals Ca, Al, Mg and Zn in decreasing order of their reactivities: (a) Mg > Ca > Al > Zn (b) Ca > Mg > Al > Zn (c) Mg > Ca > Zn > Al (d) Ca > Mg > Zn > Al Answer: (b) Ca > Mg > Al > Zn Explanation: Metals have been arranged based on their relative reactivities in a series Q. 21) HCl is a stronger acid than acetic acid (a) HCl turns litmus solution red. (b) HCl is corrosive in nature, but acetic acid not. (c) HCl dissociates completely, but acetic acid do not. (d) HCl and acetic acid are equally stronger. Answer: (c) HCl dissociates completely, but acetic acid do not. Explanation: HCl is stronger acid than acetic acid because it ionises completely in aqueous solution while acetic acid is only partially ionised in aqueous solution. Q. 22) Respiration is considered as an exothermic process because. (I) During respiration, digested food is broken down and ATP is released. (II) During respiration, body temperature is increased. Select the correct option. (a) Statement (I) is correct (b) Statement (II) is correct (c) Both (I) and (II) are correct (d) Both (I) and (II) are incorrect Answer:(a) Statement (I) is correct Explanation: The respiration included breaking down of digested food using oxygen. Since the respiration process produces a lot of energy in form of ATP, it is exothermic process in nature. Q. 23) An aqueous solution ‘A‘ turns phenolphthalein solution pink. On addition of an aqueous solution ‘B‘ to ‘A‘, the pink colour disappears. The following statement is true for solution ‘A‘ and ‘B‘. (a) A is strongly basic and B is a weak base. (b) A is strongly acidic and B is a weak acid. (c) A has pH greater than 7 and B has pH less than 7. (d) A has pH less than 7 and B has pH greater than 7. Answer: (c) A has pH greater than 7 and B has pH less than 7. Explanation: Acids have pH less than 7 and alkalis have pH more than 7. (1) Phenolphthalein is an organic dye and in neutral or acidic solution, it is colourless while in the basic solution, the colour of phenolphthalein changes to pink. So the ‘A‘ which turns phenolphthalein pink is basic or alkaline and has pH greater than (2) On addition of an aqueous solution of ‘B‘ to ‘A‘, the pink colour disappears, it means neutralisation reaction has taken place. Hence, aqueous solution of B is acidic in nature and has pH less than 7 Q. 24) The increase in pH value from 7 to 14 (a) Increase in concentration of OH– (b) Increase in concentration of H+ ions (c) Decrease in concentration of OH– (d) No change in concentration of OH– Answer: (a) Increase in concentration of OH– Explanation: Increase in the value of pH from 7 to 14 indicates that the alkaline nature is increasing due to increase in concentration of hydroxyl or OH– ions. Q. 25) What is the difference between the following two types of reactions ? (I) AgNO3 + HCl → AgCl + HNO3 (II) Mg + 2HCl → MgCl2 + H2 (a) Reaction I is double displacement Reaction II is single displacement Answer: (a) Reaction I is double displacement reaction Reaction II is single displacement reaction Explanation: The first reaction is a double displacement reaction whereas second reaction is a single displacement reaction Q. 26) The graph below shows the variation of rate of photosynthesis with light intensity for different levels of carbon dioxide. After analyzing the graph a student writes the following statements. (I) The rate of photosynthesis increases linearly with light intensity. (II) The rate of photosynthesis first increases linearly with increase in light intensity and then becomes constant. (III) For a given light intensity, the rate of photosynthesis will be more if carbon dioxide concentration is less. (IV)For a given light intensity, the rate of photosynthesis does not depend upon the carbon dioxide concentration. Choose from the following which of the following would be the correct statement(s). (a) Only I (b) Only II (c) Both I and III (d) Both II and IV Answer: (b) Only II Explanation: The rate of photosynthesis first increases linearly with increase in light intensity and then becomes aconstant. Moreover, it also depends upon the carbon dioxide concentration in the atmosphere. More the concentration of carbon dioxide, faster will be the rate of photosynthesis for a given intensity of light. Q. 27) What protects the inner lining of stomach from hydrochloric acid? (c) Basement membrane (d) Alkaline solution Answer: (b) Mucus Explanation: The inner lining of stomach is protected from hydrochloric acid by mucus. Q. 28) What will happen to a plant if its xylem is removed? (a) No conduction of water and minerals (b) No conduction of organic material (c) Death of plant would occur (d) Both (a) and (c) Answer: (d) Both (a) and (c) Explanation: The xylem tissue transports water and minerals from the soil to the leaves of a plant for photosynthesis. If xylem is removed, upward movement of water will stop leading to wilting of leaves and ultimately causes death of a plant. Q. 29) What are the end products of anaerobic respiration in yeast? (a) CO2 and water (b) Alcohol and CO2 (c) Alcohol and Water (d) Oxygen and Water Answer: (b) Alcohol and CO2 Explanation: The end product is obtained by anaerobic respiration of yeast are ethyl alcohol and carbon dioxide Q. 30) A student performed an activity to understand the role of saliva in digestion. He took two test tubes labelled I and II having starch solution and starch solution with saliva respectively. He then added few drops of iodine to the test tubes Select the row containing correct observation from the table below : Answer: (a) Test tube I → No change in colour Test tube II → Colour changes to blue black Explanation: We will observe a colour change in test tube B, showing presence of starch. Where as test tube A will show no colour change as due to addition of saliva, starch is converted into sugar by the enzyme salivary

<urn:uuid:4dc6fad6-da25-4cdf-b6a5-09c6ad09f80d>

How does the loss of species alter ecosystems? Bad Lauchstädt. The iDiv Ecotron, a central experimental platform of the DFG Research Centre iDiv, was officially launched during a ceremony last Wednesday. Researchers will use this unique facility to better understand the consequences of species loss. The iDiv Ecotron will enable investigations into the interactions within food webs among plants, animals, microbes and the soil under controlled conditions in 24 experimental chambers. Over 3.7 million euros have been invested into this modern platform, which is operated jointly by the German Centre for Integrative Biodiversity Research (iDiv) Halle-Jena-Leipzig and the Helmholtz Centre for Environmental Research (UFZ). It is anticipated to bridge the gap between simple laboratory experiments and complex ecosystem approaches. The iDiv Ecotron enriches the field research station of the UFZ in Bad Lauchstädt, which is gaining national and international stature as an ecological research station due to the cooperation between the UFZ and iDiv. Basic research of high societal relevance Many human activities are causing species loss. According to a number of estimates, numerous species of invertebrates are becoming extinct daily. Yet, what does this mean for the functioning of ecosystems? The following is clear: high species diversity has a positive effect on numerous functions of ecosystems. Thus, for example, a large number of plant species increases the production of biomass such as hay and wood, or the storage of climate-impacting carbon in the soil. This is demonstrated by experiments from various research platforms such as the Jena Experiment or the Biodiversity Exploratories of the German Research Foundation, which also involve researchers from iDiv and UFZ. Little is known, however, about the role of small herbivores (e.g. snails or caterpillars), predators (e.g. ladybirds or spiders) or animals that live underground (e.g. earthworms or nematodes) and micro-organisms (e.g. bacteria or fungi). We know that these organisms play an important role in the food web and have a positive influence on many functions of ecosystems. Pollinators like bees and bumblebees, for example, are indispensable for the reproduction of many plant species. Other insects such as ants help plants spread their seeds. Decomposers such as earthworms and soil micro-organisms recycle nutrients for plant growth. But such dependencies between different food web components have, so far, been investigated in closer detail in only a few cases. Researchers plan to use the new research platform to change this. The iDiv Ecotron has been designed to find out how the disappearance of species at different locations of the food web impacts the functioning of ecosystems. This fundamental biological research has far-reaching economic relevance: functioning ecosystems are the basis for a series of so-called ecosystem services such as the provision of clean drinking water, food, and energy sources, which nature provides to people. UFZ scientists estimate that insects benefit the global economy in the realm of approximately 150 billion euros per year, just by pollinating cultivated plants in agriculture. Until now, it has been very difficult to make such estimates for other animals or micro-organisms. How many losses can ecosystems cope with? If many species are present, this has positive effects on ecosystems. But what happens when certain species disappear from complex food webs? Can their function be taken over by other species? How many losses can ecosystems take? The iDiv Ecotron chambers carefully examine the food web in all its complexity. In addition, researchers can replace or entirely remove certain animal and plant species in the closed systems. “We can examine, for example, the interplay and the interactions among different species above and below the soil”, explains Prof. Nico Eisenhauer (iDiv and Leipzig University), who manages the facility. “Similar to a climate chamber, which simulates the warmer climate of the future, the iDiv Ecotron enables us to look at a future world which contains fewer species.” Key issues of coexistence In doing so, Eisenhauer and his colleagues wish to investigate three key issues: Does the complexity of the interactions between the species affect the functions of an ecosystem? How dependent are ecosystem functions on the relationships between aboveground and belowground organisms and processes? What are the impacts of global change on biodiversity, interaction networks and ecosystem functions? These environmental issues are of far-reaching importance. The German Research Foundation (DFG) has, for that reason, funded the facility with roughly three million euros and is financing two employees. Also involved financially, the UFZ has modernised the hall of the iDiv Ecotron for three-quarters of a million euros and is financing one employee. A unique high-tech facility The goal of the experimental chambers is to explore ecosystem functions by manipulating complex animal and plant communities. The environmental conditions must be as constant as possible to avoid disruptive events, which could distort the results. The 24 chambers are therefore all structurally identical and deploy extensive technology, which sets and adjusts the light, temperature and precipitation. That means that, for the first time, it will be possible to manipulate aboveground and belowground communities and their interactions on relevant spatial scales. The “EcoUnits” are experimental chambers, which consist of a bottom section filled with soil, a top section, and a technical section, and stand 1.55 x 1.55 metres wide and 3.20 metres high. Each “EcoUnit” can be divided into up to four largely independent compartments, due to aboveground partition walls and underground steel cylinders (lysimeters). All chambers are equipped with extensive technology. This includes, for example, cameras that observe the interactions between animals and plants. “Because such a facility has not yet been built, we have invested a lot of time over the past years in developing and optimising the technology together with the manufacturers. In some areas, we had to enter uncharted territory, which has often not been easy. We’re so much happier that everything is now running and the scientific experiments can finally start”, reported Dr. Manfred Türke from the iDiv and Leipzig University, who is coordinating the work at the facility. After the pilot phase, the facility will also be made available to external scientists. A commission will decide on proposals and applications and allocate the capacities – as is customary for large-scale scientific research equipment of international importance. Bad Lauchstädt as an internationally renowned research station The iDiv Ecotron enriches the field research station of the UFZ in Bad Lauchstädt, which is gaining in national and international stature as an ecological research station due to the cooperation between the UFZ and iDiv. In addition to a multitude of experiments in soil and biodiversity research at this location, since 2013 the UFZ has operated a globally unique outdoor experiment known as the Global Change Experimental Facility (GCEF), in which a seven-hectare test area is used to examine the impact of climate change on different forms of land use. “The research station in Bad Lauchstädt, with a total area of about 40 hectares, has in recent years already made a name for itself among ecologists, thanks to the highly varied range of experiments. The station is now getting a further boost thanks to its collaboration with iDiv. “And actually, many experiments have only just started”, says a delighted Prof. François Buscot, who as head of the UFZ department of soil ecology is jointly responsible for the research station of the UFZ in Bad Lauchstädt, and is also Deputy Director of iDiv. Three platforms are among the new experiments: the MyDiv tree diversity experiment, the NutNet global research initiative to examine changes in nutrient availability and Drought-Net, the global network to examine the effects of extreme drought. With immediate effect, the iDiv Ecotron will complement these field experiments in Bad Lauchstädt and enrich biodiversity research in central Germany. Tilo Arnhold, Dr Volker Hahn iDiv Media and Communications Tel.: +49 341 9733 -109, -154

<urn:uuid:18a242e5-24ba-4ecf-b5c2-1de3c892546f>

Ethnic and Gender Differences in Pediatric Obesity Although obesity is on the rise among all demographic groups, prevalence rates differ across gender and ethnic groups. Results from the National Health and Nutrition Examination Survey (NHANES) indicate that non-Hispanic black female children and adolescents had the highest overweight rates and were significantly more likely to be overweight than non-Hispanic white female children and Mexican American female children (Ogden et al., 2006). This trend continues into adulthood, when non-Hispanic black women are more likely than any other subgroup to be obese. Among males, Mexican American children and adolescents had significantly higher overweight rates than non-Hispanic white and non-Hispanic black children and adolescents. Consequences of Pediatric Obesity The consequences of pediatric obesity are numerous, and their severity has been realized only in recent years. Serious consequences can be seen in childhood and into adulthood, including increased risk for a variety of physical and psychosocial difficulties. Studies have found that obese and overweight children are at elevated risk for type 2 diabetes, sleep apnea, arthritis, gallstones, and some types of cancer (Ravussin & Swinburn, 1992; Thompson, Edelsburg, Kinsey, & Oster, 1998; Wang & Dietz, 2002). Psychosocial costs include increased risk for negative self-concepts, lower popularity, peer victimization, and lower overall quality of life (Davison & Birch, 2001; Erickson, Robinson, Haydel, & Killen, 2000; Storch, et al., 2007; Thompson & Tantleff-Dunn, 1998; Whitaker, Wright, Pepe, Seidel, & Dietz, 1997). Overweight children are also at risk for obesity into adulthood, which in turn is associated with a number of medical and mental health risks (Freedman et al., 2001). Beyond individual consequences, the costs of the increasing prevalence of obesity to the national health care system promise to be substantial. In light of the myriad of direct and indirect consequences of pediatric obesity for the individual and the nation, public attention and rhetoric on the subject have escalated recently. The discussion has focused on a number of important topics, including policy issues, prevention efforts, and intervention strategies. Each of these will be explored in greater detail throughout the book, but we offer an overview here as a way of framing some of the most important issues. Pediatric obesity has increased two- to threefold in the past thirty years in the United States and continues to rise. As one of the most frequent pediatric chronic conditions, it is important to define populations of children at higher risk for obesity to direct limited resources for treatment, prevention, and research. Individual risk factors such as parental overweight or television viewing have been well described but are not particularly useful to direct resources to the most vulnerable children. Nationally representative surveys show that Mexican American and non-Hispanic black children are at higher risk for obesity than are non-Hispanic white children. Data on the prevalence of overweight in Asian American and non-Mexican American Latino children, particularly children from Puerto Rico, are scarce. Among non-Hispanic white adolescents, overweight is more frequent with lower socioeconomic status, whereas in non-Hispanic black and Mexican American adolescents this association is less clear or may be in the opposite direction. Although the associations of ethnicity, race, and socioeconomic factors with pediatric overweight are relatively well defined, other important social health determinants are less well understood. For example, it is unclear if children living in medically underserved areas and using community health centers are at increasing risk for overweight or if urban, suburban, or rural US areas have the highest prevalence of pediatric overweight. These are important questions to answer to adequately plan public health and research efforts and train health professionals. Community health centers are community-based organizations partially funded by the federal government (through the Health Resources and Service Administration [HRSA] under Title III) to deliver health care in medically underserved areas. More than 4.7 million children are clients of these centers, mainly located in inner-city and rural areas, and they may be at increased risk for obesity, because medically underserved communities are also often areas in which access to healthy foods and physical activity opportunities are limited, creating a particularly “obesogenic” environment. Because community health centers respond directly to the communities that they serve, depend less on funding from private insurers, and are successful in reducing health care-access disparities, they may constitute a particularly promising setting for pediatric obesity prevention and treatment if it is confirmed that they serve a high-risk population. The aims of this study were to describe the prevalence of overweight in children who are clients of community health centers in medically underserved areas of HRSA regions II and III, compare this prevalence to nationally representative data, and contrast prevalence data between geographic areas and racial/ethnic groups. High Prevalence of Overweight Among Pediatric Users of Community Health Centers Nicolas Stettler, MD, MSCE, Michael R. Elliott, PhD, Michael J. Kallan, MS, Steven B. Auerbach, MD, MPH and Shiriki K. Kumanyika, PhD, MPH Obesity Among Racial/Ethnic Groups Although obesity has increased for all children and adolescents over time, NHANES data indicate disparities among racial/ethnic groups. The following graphs compare the prevalence for racial/ethnic groups of adolescent boys and girls aged 12 through 19 years. Racial/Ethnic Comparison: Boys Aged 12–19 Years The most recent NHANES data (2003–2006) showed that for boys, aged 12–19 years: - The prevalence rate of obesity was higher among adolescent non-Hispanic black boys (22.9%) and Mexican American boys (21.1%) than among non-Hispanic white boys (16.0%). Data from NHANES III (1988–1994) through NHANES 2003–2006 showed that adolescent non-Hispanic black boys experienced the largest increase in the prevalence of obesity (12.2%) compared to the increases among Mexican American (7.0%) and non-Hispanic white boys (4.4%). - Among non-Hispanic white boys, the prevalence of obesity increased from 11.6% to 16.0%. - Among non-Hispanic black boys, the prevalence of obesity increased from 10.7% to 22.9%. - Among Mexican American boys, the prevalence of obesity increased from 14.1% to 21.1%. Adolescent Boys Prevalence of Obesity by Race/Ethnicity (Aged 12–19 Years) National Health and Nutrition Examination Surveys Racial/Ethnic Comparison: Girls Aged 12–19 Years The most recent NHANES data (2003–2006) showed that for girls, aged 12–19 years: - Non-Hispanic black girls had the highest prevalence of obesity (27.7%) compared to that of non-Hispanic white (14.5%) and Mexican American 19.9%) girls. Data from NHANES III (1988–1994) through NHANES 2003–2006 showed that non-Hispanic black adolescent girls experienced the largest increase in the prevalence of obesity (14.5%) compared to non-Hispanic white adolescent (7.1%) and Mexican American adolescent (10.7%) girls. Adolescent Girls Prevalence of Obesity by Race/Ethnicity (Aged 12–19 Years) National Health and Nutrition Examination Surveys - Among non-Hispanic white girls, the prevalence of obesity increased from 7.4% to 14.5%. - Among non-Hispanic black girls, the prevalence of obesity increased from 13.2% to 27.7%. - Among Mexican American girls, the prevalence of obesity increased from 9.2% to 19.9%. The ethnic differences found in this study likely resulted from a complex interaction between socioeconomic, environmental, and cultural factors. For example, previous results from the Add Health study suggest that environmental influences exert an important positive influence on physical activity levels, whereas socioeconomic factors exert an influence on inactivity (47). It may also be possible that the ethnic differentials observed in this study could be the result of differential reporting of physical activity and inactivity, perhaps due to cultural influences and expectations that may differentially lead to over- or underreporting of activity and inactivity. Future work will help to elucidate the complex interactions between these factors and how they relate to overweight among U.S. adolescents. In summary, these findings suggest that overweight prevalence is high and adolescents are engaging in high levels of inactivity and low levels of moderate to vigorous physical activity. We find that reductions in television and video viewing are likely to reduce overweight of U.S. adolescents. In addition, we find that an increase in moderate to vigorous physical activity represents another potentially successful strategy for reducing overweight among U.S. adolescents. Both approaches, and particularly an approach that combines reductions in inactivity and promotion of physical activity, are likely to result in marked reductions in overweight prevalence among our nation’s youth. However, we must begin to consider the differences in behavior in different ethnic subpopulations, as well as differences in underlying factors that influence behavior differentials, as we devise intervention strategies. Elissa Jelalian, Ph.D. Warren Alpert Medical School of Brown University Providence, RI USA |Comments||[ + Post Your Own ]| Now you're in the public comment zone. What follows is not Armenian Medical Network's stuff; it comes from other people and we don't vouch for it. A reminder: By using this Web site you agree to accept our Terms of Service. Click here to read the Rules of Engagement. There are no comments for this entry yet. [ + Comment here + ] We are pleased to let readers post comments about an article. Please increase the credibility of your post by including your full name and email. All comments are reviewed by our editors before they are posted on the site. Just keep it clean, kids. - Full Story - - »»»

<urn:uuid:c6134578-faf8-4107-a9e8-0faf17a914b7>

If untreated, people with multiple sclerosis typically progress to disability over time. In around 80% of cases, a relapsing course is usually followed by chronic progression within 20 years.1 Large studies have shown that progression is slower than previously thought, although people may need a cane in as few as seven years – or not at all after 25 years. Men typically progress more quickly than women. Evidence shows that regular medication can alter the course of MS a little, whereas lifestyle changes involving diet, sunlight, exercise, and meditation are more likely to have a major impact. Giving a prognosis at the onset of MS is impossible, but one of the few constant findings is that the sooner someone requires a cane, the sooner they need the use of a wheelchair. Among the many myths about MS, it used to be said that MS did not shorten life span and that no one dies of it. However, in fact people with MS do die earlier if they do nothing about their diagnosis. Life expectancy can be reduced by as much as 10 years, according to a Danish study that analyzed records of people with MS since 1948.2 Interestingly, people whose first symptoms are visual often have a fairly benign course, developing only mild disability in the 10 years after a diagnosis of optic neuritis. 3 For more information on course and prognosis, as well as sources, please see the MS Encyclopedia. 1. Kremenchutzky M, Rice GP, Baskerville J, et al. The natural history of multiple sclerosis: a geographically based study 9: Observations on the progressive phase of the disease. Brain 2006 2. Tremlett H, Paty D, Devonshire V. The natural history of primary progressive MS in British Columbia, Canada. Neurology 2005; 65:1919-192 3. Tremlett H, Paty D, Devonshire V. Disability progression in multiple sclerosis is slower than previously reported. Neurology 2006; 66:172-177

<urn:uuid:88c73a76-cf2b-430d-8cf7-fe6dd7a0f8e2>

TRY S I EM H C T EN EM L FE Y OF ALL LIVING THINGS D N AN STUDY THROUGH OBSERVATIO T EN IM R E EXP D ENER GY O MPO ND C SA Copyright Š 2010 Top That! Publishing plc Tide Mill Way, Woodbridge, Suffolk, IP12 1AP, UK www.topthatpublishing.com Top That! is a trademark of Top That! Publishing plc All rights reserved CONTENTS What a Scientist Does Pages 4–5 Biology Pages 6–8 Sound Pages 11–13 Acids and Alkalis Pages 14–16 Crystals Pages 23–25 Electricity Pages 26-30 Microscope Pages 9–10 Solids, Liquids and Gases Pages 17–19 Static Electricity Pages 20–22 Principles of Flight Pages 31-32 CONTENTS Forces and Motion Pages 33–34 Gravity and Circular Motion Pages 43–46 Light and Photography Pages 54–57 Magnetism Pages 35–39 Fluids and Forces Pages 47–49 Elements and Compounds Pages 58–59 Bacteria Pages 40–42 Heat and Temperature Pages 50–53 WHAT A SCIENTIST DOES Science is about finding out what things are made of and how things work. Scientists do experiments to try to find out about the world we live in. Some scientists do their experiments in universities, while others work in hospitals. Wherever scientists work, they always make sure that they carry out their experiments as safely and carefully as possible. What do scientists find out Scientists are very curious people. They test their ideas by doing experiments, which help find the answers to lots of questions. Scientists like to find out: • how something works; • why it does what it does; • where it comes from; • what it is made of. Are scientists observant When scientists carry out experiments, they watch very closely and write down everything that they see. If they discover something new, they tell other scientists what they have found. By sharing their information and working together, they are more likely to make an important discovery. Are science experiments dangerous Before you start to do any science experiments, you need to make sure you are prepared and safe. Investigating science is fun, but it can be dangerous, so sensible scientists follow strict safety rules. Ask an adult to help you carry out the experiments, while you watch carefully and make notes – just like a real scientist! Advice for Supervising Adults • All of the experiments in this book need the help and supervision of a responsible adult. • Read and carefully follow the safety advice and experiment instructions before carrying out any of the experiments in this book. • The experiments should be carried out on a firm and steady surface and the surrounding area should be kept clear of any obstructions. • Clothes should be protected and the work surface covered. • Wash hands before and after carrying out the experiments. • Clean all equipment after use. • Do not use electrical equipment with wet hands. • Plants, fruit and certain chemicals are used in the experiments in this book. If anyone who comes into contact with these substances is, or may be, allergic to them, do not carry out the experiment. BIOLOGY Biology is the study of all living things, from the tiniest plants that can only be seen with a microscope to the world’s largest animals. There are millions of different plants and animals. Scientists study them to find out how they are made and how they live together. Photosynthesis experiment Step 1 Ask an adult to cut the paper into small pieces. Stick a few pieces to the plant’s leaves. Carbon dioxide and sunlight You will need: • paper • scissors • a plant with large leaves • sticky tape Step 2 Leave the plant in a light place for a few days. Remember to water it! Step 3 After a few days, take off the pieces of paper. The leaves will look dead where the pieces of paper were stuck. This shows how plants need light to grow. They convert energy from the Sun into food by a process called photosynthesis. Water, nitrates and minerals from soil The process of photosynthesis. How to grow your own plant Step 1 Roll up the piece of blotting paper and place it in the container. Push the bean about halfway down between the paper and the container. What are cells You will need: • blotting paper • a plastic containe r • a broad bean seed • water All living things are made of cells, whether they are plants or animals. Cells are like tiny factories where chemical reactions take place. These reactions, such as turning food into energy, help to keep plants and animals alive. Some cells work together in groups to do special jobs. These cells form tissue and organs that help living things grow, breathe, move, feed and reproduce. Step 2 Fill the container with water until the paper is soaking wet. Place the container in a warm, dark place – an airing cupboard is ideal. Check it every day and add water if it looks dry. Step 3 After a few days, a root will begin to form. A few days later, you should see a shoot. Move the container to a well-lit area to let the plant continue to grow. DNA double helix This experiment shows that plants need water, warmth and light to grow. Plants also get nutrients from the ground to continue their growth. Each cell carries a code, which is held in a molecule called DNA, that gives the animal or plant its unique characteristics. Who discovered genetics What is DNA Genetics – the study of how the characteristics of living things are passed on – was begun by an Austrian monk called Gregor Mendel. He bred pea plants and found that the size and colour of the pods was passed on through the generations. Every animal and plant cell has a nucleus. The nucleus carries a chemical code that gives the animal or plant its unique characteristics. This code is held in a spiral-shaped molecule called deoxyribonucleic acid, better known as DNA. Each strand of DNA contains many separate instructions, called genes, and each gene controls a different characteristic – eye colour, for example. Who discovered DNA The double helix (spiral) shape of the DNA molecule was discovered by James Watson and Francis Crick in 1953. It was one of the most significant discoveries of the twentieth century and the pair received numerous prizes and awards for their work. Who discovered cells The idea that all living things are made of cells was first suggested by Theodor Schwann and Jacob Schleiden in 1838. They were right – the human body contains around 50 billion cells! Human DNA is incredibly complex. Each DNA molecule will contain between 50,000 and 100,000 genes. MICROSCOPE A microscope is one of the most important instruments used by scientists. It is used to make things bigger so that they can be seen in greater detail. This is the part that scientists look through. The eyepiece contains its own lens. What are the parts of a microscope A microscope has objective lenses that magnify by different amounts. Each objective lens combines with the eyepiece to magnify the object thousands of times its normal size. This adjustable tube holds the eyepiece and the nosepiece. This is turned to bring the image into focus. These hold the slide in place. This holds one of the objective lenses. The mirror is used to reflect light through the stage onto the object. This is where the object to be examined is placed. What was an early microscope like How powerful is a microscope Most optical microscopes magnify things between 50 and 1,000 times. The most powerful have up to 2,000 times magnification. Microscopes are used to find the causes of diseases, look at animal and plant cells, solve crimes, study rocks and metals, and much more! Some scientists use very powerful microscopes called electron microscopes. Electron A nettle leaf as microscopes can magnify seen through a powerful microscope. objects over 200,000 times! Antoni van Leeuwenhoek invented a basic microscope in the 17th century. It was little more than a powerful lens mounted on a metal plate, but it made it possible to study things in great detail. The first microscopes were very basic. What are compound microscopes Compound microscopes use multiple lenses. The compound microscope was invented in about 1590 by Zacharias Janssen. However, it was Robert Hooke who pioneered its use. He improved the original version and published a book called Micrographia in 1665. Has microscope technology been used in other ways In 1609, Italian astronomer Galileo Galilei heard about Janssen’s work and found out how to use lenses to make a telescope. He was the first person to look at the Moon through a telescope. FACT BYTES Search around your house for things to look at through a microscope: Feathers – you can zoom in to see the barbs. Paper – tear a piece of paper to see the fibres that it is made of. Insects – creepy-crawlies are fascinating to look at with a microscope. SOUND A sound is made when an object vibrates – when it moves back and forth really quickly. This makes a wave, which we hear as sound. A sound can be very low, like a growl, or very high, like a scream. You will need: • two plastic cups or yoghurt pots • a sharp knife • a length of string (about 6 ft) How to make a cup phone Step 1 Ask an adult to make a small hole in the middle of the base of each cup. Step 2 Thread the string through the hole of one cup and tie a knot as shown. Do the same with the other cup. The sound of your friend’s voice makes their cup vibrate. The vibrations travel along the string to your cup. The sound is reproduced by your cup vibrating. Step 3 Hold one cup and ask a friend to take the other. Pull the string tight. Ask your friend to speak into their cup while you put your ear to yours. You will be able to hear their voice. How do we hear Can you feel sound waves Our ears are designed to direct sound waves to our eardrums. Our eardrums vibrate, and the vibrations are passed through some tiny bones to a tube called the cochlea. Then the vibrations move special hairs that are connected to nerves. The nerves send signals to the brain, which are translated into sounds that we recognise. Yes! Turn up the volume on a music system and hold your hand in front of one of the speakers. Only try this with your hand and NEVER your ear or you may damage your hearing. You should be able to feel the sound waves moving the air against your hand. Human ears are designed to direct sound waves to our eardrums. Pinna (the outer ear) Semi-circular canals – the fluid in these aids balance Endolymph (the fluid that vibrates) Cochlea Stapes Eustachian tube To purchase this book and others in the series, vistit www.topthatpublishing.com. What does a scientist do? How do we hear? What is lightning? How do aeroplanes fly? Bursting with bite-sized facts, illustrations and diagrams, this engaging 64-page book contains answers to all the questions you always wanted to ask about science – and more! No question is too tough, no answer too difficult to explain – Focus On titles are the ultimate in addictive reading! Published by Top That! Publishing plc Copyright © 2010 Top That! Publishing plc Tide Mill Way, Woodbridge, Suffolk, IP12 1AP, UK www.topthatpublishing.com Top That! is a registered trademark of Top That! Publishing plc All rights reserved. 0246897531 Printed and bound in China

<urn:uuid:1e38a523-c2bb-45e5-90e7-08ab81de1d74>

The well known, formerly enslaved, black abolitionist, Mary Prince, cogently argued in her autobiography in 1831: “How can slaves be happy when they have the halter round their neck and the whip upon their back?” Prince was directly confronting the lie of slave owners and other apologists for slavery that enslaved Africans were more contented than the English working class. Prince had witnessed the daily beatings of small children whether they behaved “well or ill”. She personally experienced the degradation of working in the salt ponds of the Turks and Caicos Islands from as early as four o’clock in the morning; of being severely horsewhipped for marrying a free man without the knowledge of her enslavers. Other Black Caribbean abolitionists, Olaudah Equiano, Ashton Warner and Ottobah Cugoano, wrote of similar experiences in other Caribbean islands. The enslavement experience in Trinidad was no different. Unfortunately, the misinformation on the main signpost on the Lopinot Historical Complex was extracted directly from the works of post-independence writers, including JD Elder, Michael Anthony, Calvin Saunders and Archibald Chauharjasingh. This fact should be a lesson to all who underestimate the colonial education system as agency in the profound colonisation of the mind. Mary Prince and other black abolitionists formed no part of that curriculum. Writing in 1973, Elder described Compte de Lopinot as a “notorious French planter,” who was strongly against emancipation, yet he did not question the context or the accuracy of the account of him bringing “one hundred faithful slaves” to Trinidad, or, that he was “being kind to his slaves”. In a 1974 publication, Michael Anthony similarly resurrected the paternalistic portraiture of “a good and kindly Count”, immediately after associating him with hanging Africans on a cashew tree as a “pastime”. I am not implying that the works referred to here should define the total value of these men’s contribution to the development of the post-colonial Caribbean. But ignorance is not a virtue when publishing historical claims. The advocacy for Lopinot’s benevolence and African innate servility was counter-revolutionary to Black Power. What the country needed post-1970 was a complete overhaul of colonialist pedagogy. Instead these works repackaged every facet of the fictive romance of Lopinot, beginning with his escape from Saint Domingue/Haiti. For example, Michael Anthony writes, “The story is told that he was so beloved by his slaves that in the heat of the revolution they carried him on board a vessel by hiding him in a barrel which they passed off as part of a cargo of sugar.” Although Emerita Professor of history Bridget Brereton debunked much of this Eurocentric idealism in her 1981 book, A History of Modern Trinidad, the romanticised narrative of the kind-hearted slave masters and idle Africans of La Reconnaissance estate continued unabated. In 1982 the National Cultural Council commissioned Chauharjasingh to write the book, Lopinot in History. The writer’s opening statement was so surreal, it seemed to promise a work of historical fiction rather than evidence-based historical analysis as implied in the title: “The story of Lopinot is one of the glowing romance and thrilling adventure, no less picturesque than numerous tales of Caribbean conquests.” This romantic history soon began to infiltrate the secondary schools’ social studies textbooks with the official sanction of the Ministry of Education, which actually published Saunders’ book, The Story of Count de Lopinot, in 1988. The story of “100 loyal slaves” voluntarily leaving Haiti with Compte de Lopinot in 1798 and hiding him in a barrel, as recounted by Anthony, is not only false but also patently absurd. The claim of archaeologists Neal Lopinot and Marcie Venter that only 75 “enslaved individuals” fled Haiti with Lopinot is no less absurd (article in Basil Reid, ed. Encyclopedia of Caribbean Archaeology). It is inconceivable that a large body of “slaves” could independently embark on a British ship bound for Jamaica without their “masters”. If such had happened, they would certainly have been considered “runaways”, and an extreme danger to the safety of those on board. The fact, however, is that they were not slaves at all, because the French legislature had emancipated all enslaved Africans in their colonies since 1794. The French emancipation law of 4 February 1794 was published in French and English in the London Morning Post a few days after its promulgation. So popular was this newspaper that it was sometimes cited in Parliament. (See Claudius Fergus, Revolutionary Emancipation). There is no question, therefore, that the British colonial authorities knew of the emancipation and enfranchisement of Africans throughout the French Empire. When the British army withdrew from Haiti in 1798 (after its defeat by Toussaint Louverture), Lopinot left with them for Jamaica. Many emancipated Africans also left for Jamaica, under the assumption of protection of the British army. It should also be noted that the British army in Haiti was heavily reliant on African soldiers and non-combatants called “pioneers”, who were promised freedom and land for their loyalty. On reaching Jamaica, Lopinot successfully lobbied the Jamaican authorities and immorally reclaimed a large number of these free Africans as his “slaves”, whom he brought to Trinidad under British slave trading laws then in force. The Jamaican plantocracy was eager to rid the colony of these black revolutionaries, especially in the wake of the Second Maroon War, which ended just two years earlier. Accordingly, over 400 of the fittest were sold to Lopinot and his cohorts heading to Trinidad, while over 1,000 were shipped to Martinique to be sold on the open slave market. (See Alejandro Gomez, Le Spectre de la Révolution Noire). Nevertheless, because French imperial emancipation was still in effect, Britain was clearly in violation of international law by allowing Lopinot and his Haitian cohorts to re-enslave these free Africans. It is for this reason that I refer to La Reconnaissance contingent as Lopinot’s hostages. Another side to this sad tale of double enslavement of Lopinot’s hostages is that their re-enslavement also violated the time-honoured principle (dating back to the ninth and tenth centuries) prohibiting Christians from enslaving other Christians. Even when Pope Nicholas V’s Bull of 1455, Romanus Pontiflex, had sanctioned the enslavement of “pagan” and Muslim (Saracens) Africans, he implicitly excluded African Christians, including Christianised Africans in the Canary Islands. The Portuguese, for example, made no attempt to enslave Coptic (now Tawahedo) Christians of Ethiopia after arriving there in the sixteenth century. This principle of Christian brotherhood was known to the Kings of Kongo, who complained to the Papacy about Portuguese slave trading in the region. Under French colonial policy, African captives were baptised shortly after the start of their enslavement in their Caribbean colonies. It goes without saying, therefore, that the Africans who fled the revolution in Haiti were not only free under the laws of a Christian state; they were also Christians in a Christian Empire, protected by ancient laws and conventions. Most sources refer to the fictional “100 slaves” that Lopinot allegedly brought to Trinidad in 1800: the same number that put him in a barrel in Haiti; the same number that went to Golden Grove estate in 1800; the same number that he took to the hills of the Northern range to establish La Reconnaissance in 1806. The first official “census” of enslaved people in Trinidad was in 1813. The register for Lopinot’s La Reconnaissance estate recorded 71 Africans, only 56 of whom would have been in Haiti. Historians have never previously questioned these statistics, nor the fate of the 44 “missing” Haitians. In 1822, the number of people enslaved on La Reconnaissance declined to 41, even after new purchases from the internal “slave” market. The disappearance of more than 30 enslaved Africans from the register three years after Lopinot’s death in 1819 raises serious questions. If they died on the estate, it could have been from a major epidemic or extremely inhumane conditions. Alternatively, were these “loyal” and “faithful” hostages sold to sugar planters who continued to open up new plantations? As late as 1833, the Protector of Slaves Report indicated that 47% of the 64 Africans on La Reconnaissance were beaten with cat o’nine tails over a six-month period, by far the highest percentage of whippings in the Arouca-Tacarigua District. One woman on La Reconnaissance named Francoise complained to the Protector of Slaves that the new owner, Mr Gilman, spitefully banned her husband, a free man, from visiting her on the estate. The records also show that some of the original African Haitian hostages had died in slavery on La Reconnaissance. The story of “The Hanging Tree” on La Reconnaissance estate survived as a testimony to this notorious record of inhumanity against a group of Africans whose freedom was criminally taken away from them by duplicitous means. Indeed, Haiti had declared itself an independent republic in 1804, two full years before the establishment of La Reconnaissance. Had Lopinot’s hostages remained in the colony, the survivors would have been proud citizens under the most progressive constitution in the Atlantic world. Hopefully, changing the Lopinot signpost will stimulate students and other enthusiasts of history to continue questioning the many distorted colonial narratives as well as the monuments that support them, such as the Columbus statues, the historical images in our nation’s textbooks, the personalities after whom the streets of our towns and villages are named, etc. My own research is focussed on uncovering other sites of Haitian hostages in Trinidad: Compte de Lopinot was not the only French royalist from Haiti to receive a compensatory parcel of land in Trinidad. Some names are familiar, like Baron de Montalambert; others are not, like the Compte de Montagnac. Editor’s Note: Click HERE for Part One as Dr Claudius Fergus reveals the history of the Lopinot Historical Complex; and why Trinidad and Tobago deserves the truth.

<urn:uuid:775e460b-4a22-4f24-a135-bbecc899a488>

Date When Celebrated : This holiday is always March 6 Open your mouth and say "Aaaah".. Dentist's Day has arrived. It is a day to display a big, toothy grin. Your Dentist plays a role in that big, bright smile. He's an important person in keeping your smile bright, and your teeth and mouth healthy. Therefore, it is only fitting that we have a day to celebrate this very special person in your life. Celebrating our dentist is one thing. Going to see the dentist, is another thing entirely. If your Dentist is such an important person, then why are we so scared of the next dental visit? Is it perhaps the fear of discovering a cavity? Maybe, he will find the beginnings of gum disease? The fear of the dentist ranks right up there with.... the fear of pulling teeth! Among the ways to celebrate today are: history and Origin of "Dentist's Day": Our research did not find the creator, or the origin of this day. Most likely, it was a dental group or organization. Ecards Send a free Ecard daily for just about any March calendar holiday, occasion, observance or event. Or, just for the fun of it! Flower of the Day: Penstemon Recipe of the Day: Irish Soda Bread What happened on this Day? This Day in History Holiday Insights, where every day in March is a holiday, a bizarre or wacky day, an observance, or a special event. Join us in the daily calendar fun each and every day of the year. Did You Know? There are literally thousands of daily holidays, special events and observances, more than one for every day of the year. Many of these holidays are new, and more are being created on a regular basis. Holidays in March are no exception. At Holiday Insights, we strive to thoroughly research and record the details of each one as completely and accurately as possible. Fourth of July | St. Patrick's Day | | Chinese New Years | Labor Day | New Year's | Valentine's Day | Holiday Recipes | Copyright 2000-2021: Holiday Insights © By Premier Star Company

<urn:uuid:c9038ffe-8100-42e8-9bff-452d9898a91f>

Memorial Day is the remembrance of American’s who died in a war Our country had many brave men and women defend our freedom. Thank you to all of our veterans. Memorial Day is a federal holiday observed annually in the United States on the last Monday of May. Formerly known as Decoration Day, it originated after the American Civil War to commemorate the fallen Union soldiers of the Civil War. Memorial Day was first celebrated on May 30, 1868. It was observed by placing flowers on the graves of Union and Confederate soldiers during the first national celebration. It commemorates all men and women, who have died in military service for the United States. Memorial Day is Monday, May 28, 2012 Many people visit cemeteries and memorials on Memorial Day. Be willing and proud to visit with someone who has served in the military, to say thank you. Many of the World War II veterans would appreciate some company or a ride to run an errand or two. Listen to them talk about their war experiences and share your experiences. What does Memorial Day mean to you?

<urn:uuid:362b6134-ddb2-4da2-88e1-10362ee6f507>

More than a million Germans and people from around the world gathered in Berlin on the weekend to celebrate the the 25th anniversary of the fall of the Berlin Wall. The celebrations included the release of 7,000 illuminated helium balloons strung along a 15 kilometer (9 mile) section of the former wall, which had served as a border between East and West Germany until November 9th, 1989 when the walls came tumbling down. Berlin Wall Built (1961) Fall of the Berlin Wall In 1989, more than 13,000 people in East Germany managed to escape through Hungary. They later went to West Germany and protested against the East German government. That sparked a protest within East Germany, known as “The Peaceful Revolution.” Divisions still exist But 25 years after the Berlin Wall crumbled, divisions between countries persist and there are fears of new psychological barriers replacing the physical ones. Watch the video as many times as you need to. Then, answer the following questions 1. What happened in East Germany after the fall of the Berlin wall? 2. What happened in the Soviet Union? 5. What could America have done? What did it do? 9. What new "barriers" may be built soon? To learn more about the story of the Berlin wall watch the following videos:

<urn:uuid:e8fcfbcb-d291-463a-9f21-71365c678fa5>

Ozonation of bromide-containing drinking waters: a delicate balance between disinfection and bromate formation The occurrence of Cryptosporidium in raw waters and bromate formation during ozonation of bromide-containing waters leads to a difficult optimisation of ozonation processes. On the one hand inactivation of Cryptosporidium requires high ozone exposures, on the other hand under these conditions bromate formation is favored. In order to overcome this problem we need information about (i) the oxidant concentrations (ozone and OH radicals) during an ozonation process, (ii) kinetics of the inactivation of Cryptosporidium, (iii) kinetics and mechanism of bromate formation, and (iv) the reactor hydraulics. The strong temperature dependence of the inactivation of Cryptosporidium which results in a higher ozone exposure (time-integrated action of ozone) at low temperatures makes it more difficult to fulfil disinfection and bromate standards at low temperatures. Cinder these conditions control options for bromate formation can be applied. Depression of pH and addition of ammonia have been selected to be the best options. For a given ozone exposure both measures lead to a reduction of bromate formation in the order of 50%. - View record in Web of Science Keywords: drinking water ; ozone ; OH radicals ; oxidation ; disinfection ; Cryptosporidium inactivation ; bromate formation kinetics ; Hydrogen-Peroxide ; Hypobromous Acid ; Ozone ; Kinetics ; Decomposition Record created on 2011-07-01, modified on 2016-08-09

<urn:uuid:f2ea2201-f9a8-4329-85c7-bd28e95bcc46>

MEN in Wigan can only expect to live until they are 57 before developing a disability. That is one of the shock findings of Wigan’s annual public health report, which also reveals that, while women will live two-and-a-half years longer disability-free, compared to their male counterparts, they will still live a significant part of their lives with disability. That means that, based on average life expectancies in the borough, men will live nearly 19 years with a disability and women will live nearly 21. The report, published each year by Dr Kate Ardern, director of public health in Wigan, looks at a host of physical and mental health problems. Another shocking finding showed that residents of Wigan South – Kitt Green, Marsh Green, Worsley Hall, Worsley Mesnes and Hawkley Hall – can expect to live seven years less than those living in Orrell. The report says: “As champions of health and wellbeing for the people of the borough, we should not accept that illness is inevitable and that so many years of life should be diminished by disability.” MORE ON THIS IN THE WIGAN EVENING POST (TUESDAY) ...

<urn:uuid:011882d8-8351-4d9e-a41d-5055c78e86fe>

1. Gravitational waves are real. More than 100 years after Einstein first predicted them, researchers finally detected the elusive ripples in space time this year. We’ve now seen three gravitational wave events in total. 2. Sloths almost die every time they poop, and it looks agonising. 3. It’s possible to live for more than a year without a heart in your body. 4. It’s also possible to live a normal life without 90 percent of your brain. 6. A revolutionary new type of nuclear fusion machine being trialled in Germany really works, and could be the key to clean, unlimited energy. 8. Earth has a second mini-moon orbiting it, known as a ‘quasi-satellite’. It’s called 2016 HO3. 9. There might be a ninth planet in our Solar System (no, Pluto doesn’t count). 10. The first written record demonstrating the laws of friction has been hiding inside Leonardo da Vinci’s “irrelevant scribbles” for the past 500 years. 12. Crows have big ears, and they’re kinda terrifying. 13. The largest known prime number is 274,207,281– 1, which is a ridiculous 22 million digits in length. It’s 5 million digits longer than the second largest prime. 14. The North Pole is slowly moving towards London, due to the planet’s shifting water content. 15. Earth lost enough sea ice this year to cover the entire land mass of India. 16. Artificial intelligence can beat humans at Go. 17. Tardigrades are so indestructible because they have an in-built toolkit to protect their DNA from damage. These tiny creatures can survive being frozen for decades, can bounce back from total desiccation, and can even handle the harsh radiation of space. 18. There are two liquid states of water. 19. Pear-shaped atomic nuclei exist, and they make time travel seem pretty damn impossible. 20. Dinosaurs had glorious tail feathers, and they were floppy. 21. One third of the planet can no longer see the Milky Way from where they live. 22. There’s a giant, 1.5-billion-cubic-metre (54-billion-cubic-foot) field of precious helium gas in Tanzania. Fonte: Beauty Above Us

<urn:uuid:3d30ae32-fcfb-4d99-96a4-9d96428e34c2>

Music in Latin America, the Caribbean, Portugal & Spain Oxford Music Online (OMO) is the access-point for Oxford music reference subscriptions and products, including Grove Music Online, The Oxford Companion to Music, and The Oxford Dictionary of Music. With OMO patrons can cross-search Grove and Oxford reference content in one location. Articles from specialist dictionaries such as The New Grove Dictionary of Opera and The New Grove Dictionary of Jazz, 2nd ed., are available via OMO. This comprehensive online resource is devoted to music research of all the world's peoples. Each volume contains an overview of a geographic region, a survey of its musical heritage, and a description of specific musical genres, practices, and performances. Articles include detailed photographs that show musicians, musical instruments, and the cultural context of dances, rituals, and ceremonies. Other images include drawings, maps, and musical examples for further study. Contains the full text of the 10 volume print encyclopedia (originally published in 1997). The Classical music reference library brings together reference materials, spanning the entire history of Western classical music. Included are the reference titles Baker's dictionary of music, Baker's biographical dictionary of musicians, Baker's student encyclopedia of music and Women composers: music through the ages. Provides coverage of all classical genres, from the Medieval period to the 21st century. "Bibliography," by John Druesedow. In Latin America and the Caribbean: A Critical Guide to Research Sources [Print] Volume edited by Paula H. Covington. Westport, CT: Greenwood Press, 1992. Bibliography of major sources on Latin American music. Director y coordinador general, Emilio Casares Rodicio. Madrid: Sociedad General de Autores y Editores, c1999-2002. 10 vols. Diccionario del tango [Print] Coordinado por Zona de Obras. Madrid : Sociedad General de Autores y Editores, 2001 Edited by Daniel Balderston, Mike Gonzalez and Ana M. López. London ; New York : Routledge, 2000. By Frank M. Figueroa. Petersburg, FL: Pillar Publications, c1994. Music History and Criticism Tip: Explore and Identify works on criticism and music history by using these Subjects in CLIO: Chris McGowan and Ricardo Pessanha. Philadelphia : Temple University Press, 2009. Rev. Ed. Alejo Carpentier. México, D.F. : Siglo Veintiuno, 1987. 3 volumes. Vasco Mariz. Rio de Janeiro, RJ, Brasil : Editora Nova Fronteira, c2000. João de Freitas Branco ; organização, fixação de texto, prefácio e notas de João Maria de Freitas Branco. 4a. ed. Mem Martins : Publicações Êuropa América, 2005. Madrid : FCE, c2009-. Music & Arts Library ML315 .H57 2009 Edited by Malena Kuss. Austin : University of Texas Press, c2004-. Notes: Ask at Music circ desk for accompanying CDs. Mark Brill. Upper Saddle River, NJ : Prentice Hall/Pearson, c2011. A catalog of books and other materials in libraries worldwide. Identify and request materials not in CLIO or BorrowDirect. Borrow books from Borrow Direct member libraries. An exhaustive breakdown of the LC call numbers for Latin American Studies. Knowing the right Library of Congress Subject Heading can greatly improve your results. Here are some possible headings to help you improve, expand or narrow or search. To use them, do a "Subject" search in CLIO or WorldCat. To identify others, begin with a keyword search and look at the Subjects listed in the catalog records of your search results. General Subject Headings Vocal music (Additional limit suggestion: by language) Covers Central and South America, Mexico, the Caribbean, the US-Mexico border, and Hispanics in the US. Index to citations from over 500 Latin American studies journals with links to full-text articles. Coverage: 1970 to the present. HLAS Online (Coverage: 1936 - present) HLAS Web (Coverage: 1990 - present) An annotated, authoritative bibliography on Latin America since 1936, The Handbook of Latin American Studies is edited by the Hispanic Division of the Library of Congress. It covers books and published reports in addition to journal articles. The tables of contents from print volume 50 (1990) to the present may be browsed. Contains more than half a million indexed articles, plus detailed abstracts and full text from 1874 to the present, covering the scholarly to the popular. Extensive collection of bibliographic records and abstracts focused on music reference and other music related fields. Offers international coverage of books, bibliographies, conference proceedings, catalogs, discographies, dissertations, ethnographic recordings, Festschriften, films, iconographies, and videos. Covers 1967 to present. Select Music Journals Search journal titles in CLIO for links to online versions and print holdings. Latin Beat Magazine [Online] Revista Musical Chilena [Online] Streaming Music (Databases) "Contemporary world music will contain 50,000 tracks that delivers the sounds of all regions from every continent. The database will contain important genres such as reggae, worldbeat, neo-traditional, world fusion, Balkanic jazz, African film, Bollywood, Arab swing and jazz and other genres such as traditional music - Indian classical, fado, flamenco, klezmer, zydeco, gospel, gagaku and more. This database is a complementary database to Smithsonian global sound for libraries - it includes a blend of contemporary and traditional world music recordings from many labels throughout the world" Includes published recordings of the Smithsonian Folkways Recording label, along with other detailed information. Collection of audio music containing the Naxos, Marco Polo and Da Capo cataloges; includes classical music, historical recordings, jazz, world and folk music, along with textual notes on the works being played and biographical information on composers or artists. The Classical music library includes around 15,000 recordings, along with program notes, composer biographies, and images cross-referenced to the recordings. Includes Latin American composers and performers. The Zarzuela Collection, consisting of almost five hundred different zarzuelas (libretti, scores, and separate instrumental parts) was given in 1986 to Columbia University by the Hispanic Institute, founded in 1916 as the Instituto de las Espanas en los Estados Unidos. The Collection represents the largest known collection of zarzuela in the United States.

<urn:uuid:a5088786-8d54-49b2-aa8c-681f2959c61e>

by Vanessa Righeimer What is the Future of Collective Art? Last month, thousands of artists teamed up online to collaborate on one art project. A Reddit user had openly invited others to illustrate a communal canvas with colored pixels. The only catch? Each artist had to wait a turn after placing a tile. This single rule encouraged creative collaboration by forcing artists to build off each other’s work. In the text post, the user expressed the end goal of the project by stating, “Individually you can create something. Together you can create something more.” The concept of collective art isn’t something incredibly new. In 2009, Twitter users joined forces to write an opera for London’s Royal Opera House. The indie rock band, The Vaccines, invited fans to submit their Instagram photos to be used in one of their music videos. After receiving nearly 3,000 submissions, the band pieced together a montage for their song, “Wetsuit.” Even before the term, “crowdsourcing” was coined, it was a common practice. Wikipedia, being the encyclopedia created by people all around the world, is probably the most well-known example of this. While creative collaboration isn’t a foreign concept to artists, using the web for it is somewhat new. From a global perspective, the potential is huge because there’s more opportunity for artists to connect with each other from all ends of the earth. So where’s the problem? In many cases, artistic crowdsourcing can lead to lower quality of work. For example, a business may send out an open job invite to artists. Once the request is made, artists submit work that’s created specifically for the project at hand. In the end, one artist wins the job. This results in subpar submissions for a number of reasons. Most of these projects have tight deadlines, causing the workmanship to be rushed. Secondly, the method of crowdsourcing forces artists to churn out a number of submissions for different clients in the hopes of landing at least one. With their focus being spread out to different industries, they lack the dedication and study needed to create one memorable piece of work. When used correctly, crowdsourcing can be a good thing. Ultimately, its biggest strength is that it cuts cost for the client. Additionally, it gives lesser known designers more job opportunities. When crowdsourcing fails is when the task needed is not a simple one. To put it bluntly, you’re paying for what you get and when you send a job out to the masses, a simple salary will equate to a simple job done. To make the most out of crowdsourcing, there’s a few things businesses can do. For starters, don’t be so cheap. As stated above, the amount of money you’re willing to invest in your talent almost always correlates to the quality of work you’ll receive. It’s also important to be specific about the task that’s needed to be done. Creative collaboration is great, but if you’re managing a random team of contractors, it can often lead to a hot mess of different styles and approaches. Be specific about what you expect from each artist that you’re working with. Lastly, when seeking feedback on a specific project, ask the right audience. For example, the feedback you receive from an experienced UX designer on a new mobile app will be much more beneficial than a random assortment of survey takers who are strangers to the field. Similar to investing in talent, business owners should also invest in the invaluable insights from seasoned professionals when seeking feedback. Just like the Reddit user stated in the text post, collaborative art should be used to create something more. As long as that’s your honest intent, you should be able to do just that.

<urn:uuid:ba892669-25d7-4572-8c9b-05395eebcfe7>

Online K-12 Resources - AnimalWatch is a web-based tutoring system for algebra readiness. - Arizona State Museum online exhibitions—pottery, masks, photographs and more—and podcasts exploring - The Biology Project is an interactive online resource for learning biology developed at The University of Arizona for high school and above educators. - Do the Math TV YouTube episodes feature local mathematics teachers explaining concepts students must master to pass AIMS, an exploratory problem to challenge the motivated student, and a working professional who addresses how mathematics is used in his/her profession. - The Poetry Center’s K–12 Education page, including links to the WordPlay blog and the Reading Series curriculum. - Southwest Environmental Health Sciences Center Microscopy & Imaging Resources page has links to educational resources around microscopes. - Tree Ring Exercises lets you try dendrochronology crossdating techniques using online resources. - Tree of Life Web Project is a collaborative effort of biologists and nature enthusiasts from around the world. On more than 10,000 World Wide Web pages, the project provides information about biodiversity, the characteristics of different groups of organisms, and their evolutionary history (phylogeny). - Tucson Natural History Website provides exercises developed by K-12 teachers and Geosciences faculty and students to help expand K-12 students knowledge of both Tucson's geologic and recent history using on-line material. - UA Museum of Art art/write is a free online program for high school teachers with a variety of lesson plans that can be used to inspire writing using artwork as a starting point for developing skills in careful observation, critical thinking, analysis of ideas and events, and - Watershed Visualization provides a narrated online fly-through of a 3-D visualization of the Verde River watershed, to educate students about basic hydrologic processes and important watershed concepts. University of Arizona Arizona State University - Ask A Biologist offers a wide variety of biology activities and resources for K-12 educators. - The Institute of Human Origins Becoming Human website features an online interactive timeline, documentary, games nad activities, and classroom materials about human evolution. - Chain Reaction is an online science magazine/web site for students in grades 4-8, published by the Office of Research Communications at Arizona State University. - Mars Education provides a variety of Mars resources and curriculum materials. - The LeRoy Eyring Center for Solid State Science Outreach Program Science is Fun pages offer projects, resources, and videos to prove that … science is fun. Northern Arizona University - The Colorado Plateau Museum of Arthropod Biodiversity features a series of instructional videos on insect collection and preservation. - The Museum of Northern Arizona hosts the American Southwest Virtual Museum, with a wide variety of online resources, including educational resources. - The Institute for Tribal Environmental Professionals Tribes & Climate Change Outreach and Education page has links to educational resources around teaching climate change. - The Merriam-Powell Center for Environmental Research and NAU faculty are currently developing a Virtual Environmental Learning Space (VELS), a web-based tool to assist instruction in environmental biology where students will have access to remote monitoring sites and equipment, special course modules, data, and reference and training resources. To expand the use of the VELS for K-12 education, there will be a workshop to develop activities making use of the site.

<urn:uuid:2c257815-dd9f-4e21-865f-c2cfbac51057>

GRADUATION RATE CHALLENGE: The Graduation Rate is Increasing but is At Risk of Stagnating. What do the Gains Mean for Youth? Why have high school graduation rates increased in America? America’s high school graduation rate is on the rise thanks in large part to the hard work and commitment of students, families, schools, communities, and state organizations, sometimes in the face of great challenge. The national on-time high school graduation rate is at an all-time high of 84.6 percent for the class of 2017 (National Center for Education Statistics, 2019). As a result, more than three million additional students have graduated from high school since 2001. Key leaders at every level of government and in the non-profit and business communities have been supporting efforts in households and classrooms around the country to increase graduation rates. Key leaders at every level of government and in the non-profit and business communities have been supporting efforts in households and classrooms around the country to increase graduation rates. The last four U.S. presidents emphasized the need to increase graduation rates and set clear goals to assess progress and challenge over time. They also enabled and encouraged the collection and reporting of disaggregated data to understand gaps in graduation rates among various subgroups of students. As has been the case for more than two decades, governors continue to focus on improving high school graduation rates because the metric is a reliable indicator of their state’s economic vitality and potential of their citizens. As a result, many state, community organizations, and initiatives across the nation are focused on creating and sustaining action to address disparities that exist between groups of young people. There are a few reasons why we think graduation rates have improved over time – A common graduation rate metric: Building on the Graduation Rate Compact signed by all 50 governors in 2005, the U.S. Department of Education issued regulations in 2008 that had a positive impact on the national high school graduation rate by creating a standard, accurate method to collect high school graduation rate data called the Adjusted Cohort Graduation Rate (ACGR). Having the same data collection requirements across state improves confidence that the aggregate rate is in fact increasing over time. The Every Student Succeeds Act (ESSA) put into law key components of a common graduation rate definition, including uniform expectations for counting the total ninth grade cohort, for accounting for transfers out of the cohort, and for closing the cohort with graduates through the summer after the fourth year of high school. In addition to requiring that states use the same method to calculate the high school graduation rate, the regulations required states to set ambitious goals to improve graduation rates and required school districts to intervene in high schools where students from low-income families, students of color, and other traditionally underserved students had consistently low graduation rates. Since the 2008 regulations were issued, the national high school graduation rate increased from 74.7 percent to an all-time high of 84.6 percent in 2017. Leadership and urgency coupled with local practice and a consistent data set led to this remarkable achievement, particularly in light of the lack of progress made in prior years. National goal set: Four successive U.S. presidents have embraced a 90 percent graduation rate goal, unifying the country around a specific data point. This level of agreement and commitment has helped states focus their policy and implementation efforts to channel resources to improve state-level outcomes and, in turn, contribute to the national goal. State and local practice: A recent Gallup poll found that K-12 superintendents are most likely to rank high school graduation rates as the most important element in evaluating school effectiveness. Around the country, districts and states have improved graduation rates by understanding what works and implementing effective reforms and practices. These locally implemented practices include using data to make decisions, raising academic expectations for all students, increasing the number of caring adults in the lives of young people living in challenging circumstances, fighting chronic absenteeism, eliminating disciplinary practices that disproportionately impact students of color, and educating the whole child by integrating social, emotional, and academic development into all learning. In many schools and districts across the country, a common refrain is that they seek to create an “every student counts culture” where educators and school staff get to know the student, understand his or her progress and challenges over time, and intervene to provide the support needed. The GradNation campaign GradNation Action Platform reflects the success that partner organizations and districts have seen in states and communities across the country in improving outcomes for high school students. The six platform areas are high-quality data, non-academic factors, school climate, caring adult relationships, youth re-engagement, and pathways. The platform does not represent one-shot, silver bullet practice areas. In fact, a comprehensive approach—one that addresses three to six of these platform areas—is probably required in most places. Recent developments in federal policy: Local practice and commitment is further bolstered by a federal policy context that increasingly reflects common data expectations and school-level accountability and support systems that allow for flexible approaches to support students. The Every Student Succeeds Act (ESSA), signed by President Barack Obama in December 2015, is ushering in a new phase of accountability and support based on high school graduation rates, college or career readiness measures, student performance, and indicators of school quality and student success. The policy conditions are in place for states to determine which practice levers they want schools to act upon – getting credit for on-time graduation rates, providing rigorous coursework to more students, offering dual enrollment, and tracking absenteeism and discipline data, to name a few. Data to support state-level accountability and support systems will be collected for the first time in the 2018-2019 school year and create the opportunity to encourage a range of strategies in high schools to improve graduation outcomes and promote college and/or career readiness. Over half the states included metrics beyond standardized test performance and absenteeism in their high school accountability systems. Action areas include reducing exclusionary discipline practices, improving student attendance, expanding academic pathways, and promoting postsecondary pathways. Incentivizing these types of strategies has the potential to shift the school environment to one that meets students where they are and supports the whole child for life after graduation. Lack of confidence in national high school graduation rate gains reflects two major themes: (1) that data is manipulated to show increases and (2) that graduating from high school does not necessarily signal postsecondary readiness. → More students, particularly more low-income students and students of color, graduating from high school is cause for celebration. However, at the same time that we see gains, there is a healthy skepticism about whether the gains are real. Lack of confidence in national high school graduation rate gains reflects two major themes: (1) that data is manipulated to show increases and (2) that graduating from high school does not necessarily signal postsecondary readiness. In the next few questions, we begin to address these themes. Does an increasing national graduation rate reflect inflated figures from states and districts? Can we be confident in the national high school graduation rate data? Data analysis in the 2017 Building a Grad Nation report reveals that we can have confidence in graduation rate data at the national level, and at the same time be curious about the local practices that impact school data. More detailed analysis at the school and district levels would be required to fully understand graduation rate gains at the local level. One way to demonstrate confidence in state-level graduation rates is to compare the number of students in the ninth-grade cohort (who start high school together) to the number of students in the graduating cohort (who graduate high school together). It is natural for students to leave the cohort during the high school years – families move out of town, students transfer to private school, students pass away, etc. – and the graduating cohort size rightfully does not include these students at the end of four years. Removing students due to transfers and death is what makes it an adjusted cohort. By comparing the size of the ACGR cohorts for the classes of 2011 and 2015 with the size of their actual ninth grade enrollments in 2007-08 and 2010-11 (the years those two cohorts entered ninth grade), it is possible to see if states are wrongfully removing students from their data to boost graduation rates by shrinking the cohort over time. The data show, however, that cohort sizes shrank at a rate comparable to decreases in ninth grade enrollment. In 34 states, changes in the ACGR cohort over time were similar to concurrent changes in ninth grade enrollment, while just six states had cohorts shrink at a more substantial rate than the overall ninth grade enrollment. Looking closer at state-level student enrollment data sheds some light on the extent to which overall rates are inflated, if they are. The data indicate that inappropriately removing students from cohorts may inflate graduation rates in some individual school districts, but that this practice does not involve enough students to significantly impact state graduation rates (Table 14, 2017 Building a Grad Nation Report). GradNation researchers have found that in cases where there have been errors, the district’s actual graduation rate is just a percentage point or two lower than their reported rate, which, even if true, should not reduce confidence in state or national graduation rate figures. It’s important to note that the rates under the two best calculations – the ACGR and the Average Freshmen Graduation Rate (AFGR) – have moved in parallel and are very close to being the same percentage. Any instance of improper removal from the graduating cohort should be uncovered and prevented because it short-changes that young person’s educational experience and economic opportunity in adulthood. Taken together, there is no evidence that data issues are so large that they should cast doubt on the national trend of rising graduation rates. However, at the same time that we celebrate national increases, we must remain vigilant that students are only removed from their ninth-grade cohorts for appropriate reasons. Any instance of improper removal from the graduating cohort should be uncovered and prevented because it short-changes that young person’s educational experience and economic opportunity in adulthood. How can states and districts improve tracking and reporting of high school graduation rate data? The Adjusted Cohort Graduation Rate (ACGR) is now in its seventh year, and though it is still considered to be the “gold standard” of graduation rate metrics under ESSA, there are ways it can be improved to ensure the best data is available. There remains variability in what is considered a “regular” diploma, how transfer students are taken into account, and how certain subgroups (e.g., students with disabilities, English learners, low-income students) are identified within the cohort. These and other issues challenge our ability to compare graduation rates across states, but more troubling, have created loopholes for states in calculating their rates. GradNation researchers have identified areas of the data collection and analysis that merit attention and improvement. Opportunities to improve graduation rate data include: While ESSA resolves some of the problems we saw with graduation rate data in previous years, states and districts have an opportunity to ensure the accuracy of their data. Work remains to answer the question of whether data includes homeschooled students, students in the juvenile justice system, and students in governor’s schools. Careful monitoring from advocacy groups, community partners, and journalists will be required to ensure students are not being excluded from the data and that graduating students are meeting high standards. What is the validity of news reports about a few states with questionable data practices around graduation rates? As discussed above, it is possible to have confidence in the national graduation rate and at the same time question local practices. Indeed, questioning whether all students are being held to high expectations as they earn their high school diplomas can help to improve local practices. Leading journalists have rightfully drawn attention to instances where local practice casts a shadow on graduation rate data. The following examples signal the need to track local outcomes closely and the challenge of balancing student’s lives with maintaining high standards for high school graduation – - At one Washington, D.C., high school the district and media hailed a 100 percent college application and acceptance rate though half of the graduates reportedly missed nearly three months of school. Reporting revealed the complexity of these results, acknowledging the impacts of trauma and economic demands on high schoolers that contributes to their absenteeism, in addition to district policies that encourage credit recovery and make-up work to meet course requirements, which call academic rigor into question. The district’s action in response to the investigation is ongoing. - Ohio lawmakers created an alternative pathway only for students in the class of 2018 to earn a high school diploma. Without the change, the Ohio Department of Education predicted that over a third of the graduating class would be off-track to graduate. Rather than achieve a specific score on an end-of-course series of tests, the class of 2018 can meet diploma requirements that include senior year attendance and grades or project and 120 hours of community service. The modified requirements are in place only for the class of 2018. Some question whether a different set of requirements for one class of graduates means that they are graduating ready for something less rigorous than graduates of future classes. - In Chicago, the district corrected four years of graduation rates to properly account for students who enrolled in outside-of-the-district alternative schools as dropouts from the district, rather than transfers. Low-performing public-school students have the option to enroll in GED programs, alternative schools outside the system, alternative schools within the system, and job training programs, all of which are part of the district’s portfolio approach to schooling. Previously, the district misclassified students who enrolled in GED programs, alternative schools outside the system, and job training programs as out-of-district transfers, effectively removing hundreds of students from the district’s records so they would not hurt Chicago’s graduation rate. These students are now counted as dropouts, which resulted in a two to three percentage point decrease in reported five-year graduation rates from 2011 to 2014. - In Texas, the state’s “leaver code” allowed schools to remove students from cohorts with very little required documentation, defining many dropouts as “other leavers,” which removes them from the students included in the state and school graduation rate. The Texas Education Agency subsequently provided districts with guidance on the documentation required to remove a student from the cohort, including the need for signatures from an authorized district representative and a parent, guardian, or adult responsible for the student or a student who is qualified to sign on his/her own. The intersection between graduation rate data and the practices that impact the graduation rate reflects the complexity in how high schools serve young people. Seemingly small decisions – whether a student is considered in or out of the district when he changes programs, how many hours a student must miss to be considered absent – can have a large impact on the high school experience and, taken together, can impact local graduation rates. Have states lowered their standards to graduate more students? No. Evidence indicates that states increased their expectations of students at the same time that graduation rates increased. The most rapid rise in graduation rates occurred from 2006 to 2014, the peak years of exit and end-of-course examinations and an era when states were increasing graduation requirements, according to NCES data. In other words, graduation rates rose even as it was getting more difficult to graduate. NCES has tracked states’ course credit requirements and exit exam requirements for a standard high school graduation from 2008-2013, the period of time in which graduation rates rose most significantly. Rather than seeing evidence of states easing graduation standards, NCES found that the vast majority of graduation requirements remained unchanged. In fact, while one state (Illinois) made it easier to receive a diploma, 13 states increased their graduation requirements over that period of time. Overall, the evidence shows that, in most places high school graduation rates and more-rigorous standards are rising together. Overall, the evidence shows that, in most places, high school graduation rates and more-rigorous standards are rising together. The results of the National Assessment of Educational Progress' High School Transcript Study show that the trends are moving in the right direction: In 2009, a greater percentage of high school graduates completed a curriculum that was more challenging than it was in 1990 or 2005. Diploma requirements matter: Diploma requirements represent a compelling indicator of local standards and expectations for high school students. Some critics believe that a higher graduation rate means that states are adjusting their standards to be less rigorous to graduate more students. In fact, many states have clearly articulated expectations for their graduates in the form of course requirements that result in a college- and career-ready young person. The problem is not that there are reduced standards across the board, rather that there is great variance in diploma requirements. In the years since 2014, when most states had shifted to more rigorous academic standards, diploma requirements have been shifting and expanding such that a single graduating class can reflect a range of readiness rather than a uniform set of expectations. One analysis of diploma requirements in nine states revealed that traditionally underserved students are more likely to obtain a diploma that is not objectively considered a college- and career-ready diploma. Among the states in the study, there was a large difference between the rate of students graduating with a college- and career-ready diploma and the graduation rate. The good news, however, is that states that set the college- and career-ready diploma as the standard diploma for all students saw smaller gaps in attainment. The study underscores the need to remain vigilant in ensuring that high school diploma requirements are rigorous in preparing young people for life after high school. Policy shifts under ESSA: New language in ESSA on the type of diplomas that can count in the graduation rate may cause a shift in diploma requirements in some states (see above). To be counted in the regulatory adjusted cohort graduation rate, a student must obtain “a standard high school diploma awarded to the preponderance of students in the state.” We do not yet know the scope of impact of this language. For states with multiple diploma pathways, the U.S. Department of Education has not clarified which among them would be a “standard” diploma that is awarded to a “preponderance” of students. Indian and New York are wrestling with this issue right now – - In Indiana, lawmakers are considering changes to high school diploma requirements to allow for multiple diploma pathways, perhaps up to six options. Some are concerned that offering different pathways may result in not providing the same opportunities to all students. For example, one pathway requires students to complete a work-, project-, or service-based learning experience; another pathway requires a specific score on the ACT or SAT. Under new language in ESSA, it remains unclear whether multiple diploma options would all count as graduates. - In New York, most students graduate with a Regents diploma and some graduate with a “local” diploma—a less rigorous option than the Regents diploma. It remains unclear whether both a Regents diploma and a “local” diploma can count towards graduation rates or, under new federal law, only the Regents diploma counts. The state graduation rate could drop by as many as four percentage points if “local” diplomas do not count. States are actively wrestling with issues of diploma rigor and efforts to maintain high standards are with merit. As education practices shift, there are legitimate concerns about states and districts lowering the bar to graduate by changing or discontinuing high school exit exams or modifying requirements through waivers. On the other hand, some states and communities are working closely with business leaders and higher education to determine what high school course indicates college readiness. Does an increased graduation rate mean there are more young people ready for postsecondary education and careers? One way to determine whether more young people are ready for postsecondary education is to use an indicator for college readiness, such as ACT and SAT performance. As the country graduates more students who might otherwise have dropped out of high school, some assume schools and districts must be lowering standards. If that were true, as more of these graduates take the ACT and SAT, one would expect test scores to decline as graduation rates increase. The evidence does not support this case. Looking at the percentage of graduates taking benchmark tests such as the SAT and ACT and overall scores over time, scores on the ACT College and Career Readiness Benchmark have on the whole either held fairly steady or increased slightly since 2009, even as the percentage of graduates taking the ACT exam has continued to rise (in 2005, approximately 40 percent of graduates took the ACT, rising to approximately 64 percent in 2016). SAT scores show similar flat-lining rates. Again, while this does not demonstrate increased rigor, it also does not substantiate the concern that standards are being lowered to allow more students to reach graduation. Another way to measure the “college readiness” of graduating students is the number of passing scores in Advanced Placement courses and exams. AP courses are generally considered to have the rigor of a college-level course, and a score of three or higher on an AP exam can be used for college credit. Since 2004, the annual number of students participating in AP courses has risen from around 1 million in 2002 to more than 2.7 million in 2017. The number of students passing at least one AP course has risen in tandem, from roughly 1 million in 2003 to more than 2.8 million in 2017. This data also holds true for low-income students, who historically take AP courses and exams at far lower rates than their non-low-income peers. The data are overwhelming that the single best predictor of college success is a student’s high school grade point average (GPA), combined with a college-ready sequence of standards-based high school courses Furthermore, while standardized test scores largely drive the current conversation on readiness and have a role to play, the data are overwhelming that the single best predictor of college success is a student’s high school grade point average (GPA), combined with a college-ready sequence of standards-based high school courses. GPA provides a well-rounded view of a student’s performance in high school and is indicative of both content mastery and ability to navigate school. Giving greater attention to the courses students are taking, the content knowledge they gain, and the grades they earn can help broaden and contextualize the readiness discussion. The real goal is not just to graduate more young people, but to keep more young people on the path to success in adulthood. That's why those of us working to increase graduation rates are equally forceful in insisting that we must continue to raise the bar and the value of a diploma so that graduates are able to succeed in post-secondary education and careers. But states must take the lead in raising diploma standards and ensuring all youth can access rigorous diploma options. There is evidence that not all diplomas are created equal and some of our youth are not held to the same standards as some of their peers. How does accountability factor into all of this? Real change for young people happens locally—in schools and communities around the country, and accountability is a must. Formal accountability systems that meet federal requirements under ESSA are beginning to incorporate a variety of measures to assess whether the school system is serving high school age students well. New measures include AP and IB course performance, performance on the military readiness assessment, suspension and expulsion data, industry credentials, among others. Taken together, these measures are intended to provide young people with a high school experience that prepares them for a variety of postsecondary pathways. Real change for young people happens locally—in schools and communities around the country, and accountability is a must. Ultimately, state accountability systems must result in effective supports and resources for low-performing schools and traditionally underserved students—especially in America’s high schools. Districts and communities have an opportunity, now, to act on locally-developed equity agendas for students in low graduation rate schools—increasingly, these are high schools with high concentrations of poverty. Accountability cannot be limited to comprehensive high schools, because what happens in virtual schools and alternative schools also has a measurable impact on the graduation rate. This level of accountability cannot be limited to comprehensive high schools, because what happens in virtual schools and alternative schools also has a measurable impact on the graduation rate. Students in these schools deserve the same level of systemic accountability to ensure they have access to college- and career-ready opportunities. If these programs are not consistently expected to achieve positive student outcomes, then they have the ability to put certain young people at a disadvantage. Actors at all levels of the education system must continue to address quality in these alternative programs to ensure high school graduation is within reach for every young person. Are credit recovery programs helping or harming students’ academic progress? Yes and no. Credit recovery courses have long been in existence to help students who were failing core coursework to graduate. These courses often took the form of summer school or remediation courses taught by school faculty and continue today to be a necessary option to ensure students graduate high school, often when they are just a few credits short. With the advent of computer technology, credit recovery courses have become an efficient means for school districts to help more students earn their diploma in a timely manner. But the approach is also a lightning rod for criticism from those who see these courses as a means to push kids through high school with little regard to learning. Much of this criticism stems from reports out of some of the largest school districts in the country – New York City, Los Angeles Unified, San Diego Unified, Charlotte-Mecklenburg, and DC Public Schools – as well as others, that have used credit recovery courses as a tool, often as part of larger improvement efforts, to boost graduation rates (Edelman & Sanders, 2018; Kohli, 2017; Koran, 2017; Marchello, 2017; McGee & Squires, 2018; Stein, 2018). Questions have been raised about the rigor of credit recovery programs, in particular whether students are able to master critical concepts online and in a condensed time period, and if these courses are more susceptible to student gaming. Questions have also been raised over the growth of the credit recovery sector alongside increasing pressure on schools to raise graduation rates. Outside of their use within traditional school settings, there are also now entire alternative schools that have been built upon the credit recovery concept, in which the curriculum is entirely computer based, but how much students are actually learning in these settings is unclear. The challenge is that we do not yet understand when credit recovery courses support a competency-based approach (i.e., learning the part of the courses that led to student failure) and when they represent a short-cut to fast-tracked results with little to no quality learning for some students. Low-quality practices and pathways have rightfully become a cause for concern and add to the skepticism over rising high school graduation rates, yet, for the most part, the narrative around credit recovery courses comes largely from anecdotes and news coverage. This is due, in large part, to the fact that few rigorous studies have been done on the quality and effectiveness of credit recovery courses. The US Department of Education-sponsored “National Survey on High School Strategies Designed to Help At-Risk Students Graduate” (HSS) did look at the extent of credit recovery courses and found that in the 2014-15 school year: - 89 percent of high schools nationwide offered at least one credit recovery course to students who needed them. - School principals reported that 15 percent of high school students participated in some type of credit recovery. - High-graduation-rate high schools (90 percent and above) were more likely to offer credit recovery than low-graduation-rate high schools (67 percent and below). - High-poverty schools (50 percent or more FRL) were more likely than low-poverty schools (less than 35 percent FRL) to offer at least one credit recovery course. - Credit recovery courses were most commonly provided to students online. These results help provide perspective on how widely used credit recovery courses are, but it offers little understanding of the effectiveness of these courses. More research is needed to better understand the impact of credit recovery programs on student learning and the extent to which they contribute to college- and career-readiness. More research is needed to better understand the impact of credit recovery programs on student learning and the extent to which they contribute to college- and career-readiness. Studies beyond the HSS study have examined the effectiveness of online versus in-person courses with mixed findings (Heppen, Allensworth, Sorensen, Rickles, Walters, Taylor, Michelman & Clements, 2016; Hughes, Zhou & Petscher, 2015). One of these studies (Heppen et al., 2016) found that although credit recovery courses allowed students to recover credits, content recovery – how much knowledge was gained – was likely minimal. However, given the lack of comprehensive knowledge on the rigor of the most widely-adopted programs, it is difficult to understand the true impact of these courses. Useful areas of research include – - The effectiveness of credit recovery courses and programs - The profile of students who enroll in credit recovery courses and programs - How many credit recovery courses each student takes, on average, and what percentage of total credits earned comes from credit recovery - What courses are predominantly being taken (i.e., core courses, electives) - The degree to which credit recovery courses are enabling some students to learn course content and graduate with a legitimate diploma, and how these students fare in postsecondary, if applicable. What can schools and communities do together to improve graduation rates? In the broader national conversation, the GradNation campaign has worked with a powerful alliance to bring attention, focus, and energy to the graduation rate challenge; highlight evidence-based policies and practices; provide technical assistance to schools, districts, and states; and foster accountability for progress over time. The GradNation interactive data map is a good place to start your engagement by knowing your state’s graduation rate figures. From there, look up local rates and note which student groups are not graduating at comparable levels as their peers. Acting on the experience and expertise of our partners, the GradNation campaign developed the GradNation Action Platform to increase focus on the action areas demonstrated to improve high school graduation outcomes: - Use high quality data to monitor cohort progress, identify struggling students, inform effective interventions, and provide accountability for overall progress. - Respond to the non-academic factors that influence school participation and performance. - Improve school climate by promoting a sense of caring and connection between students and in-school staff through disciplinary practices and policies that are inclusive and ensure students stay in school through to graduation. - Increase the number and quality of caring adult relationships in students’ lives. - Re-engage young people who have left school by providing accessible and effective options for completing high school prepared for success in college and/or career. - Connect the high school experience with pathways to postsecondary education, workforce readiness and participation, and overall adult success. The Action Platform is rooted in the understanding that any community is likely to see gains when it (1) knows the challenges and barriers that young people face in pursuing graduation and (2) takes targeted action in one or more of the action areas. Deliberate, data-driven partnerships at the state and community levels over the last 10 years are already having a measurable impact on local graduation rates by employing a combination of strategies from the Action Platform. With continued resource support, these partnerships between community-based organizations and school districts will dramatically increase graduation rates based on student need and circumstances. How does the increase in graduation rates signal the condition of youth overall in America? While high school graduation rates may not tell the full story of the overall health of young people in America, it gives a good sense of how they are faring. The more young people with access to the Five Promises – caring adults, safe places, a healthy start, effective education, and opportunities to serve – the greater the chances young people will graduate from high school on time. As a major milestone in the life of a child, high school graduation is a leading indicator of how that young person will do later in life. A high school diploma is not an end goal but an important indicator on the path to adult success. In today's economy, a high school diploma doesn't guarantee success, but the lack of a diploma consigns a young person to almost-certain failure. A high school diploma confers many other economic, societal, health, and civic engagement benefits that make graduating from high school a significant milestone in the life of a young person. Collectively, more kids graduating puts our county in a much better place economically. If the graduation rate increased to 90 percent for just one cohort of students, the country would see a $7.2 billion increase in annual earnings and a $1.1 billion increase in federal tax revenue. For more facts on why the diploma matters to individuals, communities and our nation, check out High School Graduation Facts. To determine the real value of rising high school graduation rates in the wider societal context, it is important to look at how youth outcomes have changed across other indicators. As high school graduation rates have increased, the well-being of youth has improved in many other important ways. Children are healthier and more teens are making positive choices—teen pregnancy rates have dropped, as has the juvenile arrest rate. As a nation, we’ve demonstrated that progress is possible, and now we must push forward to help millions more young people get and stay on track to adult success. All this being said, the country has more work to do if it is to improve outcomes for the five subgroups of young people who make up a disproportionate number of the remaining non-graduates: low-income students (who now account for more than half of the students in public schools), students of color, students with disabilities, English learners (now the fastest-growing student population in the country), and homeless students (more than 1.3 million public school students affected). Supporting these young people is how we reach a more equitable future. The 5 Promises The 5 Promises represent conditions children need to achieve adult success. The collective work of the Alliance involves keeping these promises to America’s youth. This article relates to the promises highlighted below:

<urn:uuid:7795d011-b4a5-4ef8-8d13-6503177abcbe>

CSMs Ronda Jacobs Recognized for Excellence Learning is no longer about rote memorization of facts and figures. Todays students are tuning in to what others have tuned out thanks to professors and instructors such as Ronda Jacobs, the most recent recipient of the College of Southern Marylands Faculty Excellence Award which honors part-time faculty. Such instructors are utilizing their creativity and technology to engage students different modes of learning. An adjunct instructor since 2002, Jacobs also works as a curriculum development coordinator/instructional designer and has helped the college develop its robotics and Kids College offerings. She holds a masters in online instruction for adult learners from the University of Phoenix and a bachelors from the University of Maryland. Learning is a life-long pursuit for Jacobs and she is constantly attending seminars and courses to increase her technology skills so she can help her students stay on the cutting edge of their fields. We utilize a broad range of technology. While smart podiums have built -in cameras and projectors you still need to teach the students how to use microscopes and slidesthe basicsso they understand that what they are seeing on the projector screen or computer monitor (at home online or via the classroom) is the same as what they would see using a real microscope, said Jacobs, who is constantly looking for creative ways to engage her classes. When you make learning entertaining you keep the students attention and encourage them to take ownership of their learning, which is important because they are only going to get out of any class, lecture etc. what they put into it, she said. Creativity takes lots of forms in Jacobs classes, whether it is a Sherlock Holmes scavenger hunt midterm or earning rewards for a daily quizeven mundane biology topics such as classification can become more interesting if its classifying Pokémon. We not only talk about the history of classification but also the historical problems with the system of classifying objects and entities. What does living mean and how do you classify it? Is a virus alive? It has characteristics of both living organisms and non-living objects. Is a donkey a species even though it cant reproduce, is sterile? Classifying real animals isnt much of a challenge since students can look up a frog, etc. but you cant look up a Pokémon. So I send students to an online Pokédex to pick a Pokémon. Does it have lungs, what is its shape, how are you going to classify it? You have to post your classification and rationale for the class to respond to, so you have to really think and be willing to back up your answer, said Jacobs, who encourages her students to think critically and to challenge the status quo. Dont just accept facts. If you disagree with me or another students Pokémon classification, etc. tell me why and back it up. Science changes because our understanding of it changes. It is not always black and white. As you know more, you can ask more critical questions. Learn to challenge an answer or question, but challenge it in a respectful way. There are no points rewarded in life for saying you agree or disagree, you have to provide the proof. Its hard for new students to do this; they are afraid of questioning an instructor or what they have always thought as accurate. Once they get used to it though, students learn from each other and they are not just counting on the teacher to tell them what is true. They are building off of each others experience and knowledge, she said. Jacobs sees the same creative and interactive learning approaches working even in her Kids College students. The robotics courses fill up quickly and one of the things I see each semester is how willing these kids are to think outside the box. Adults would look at the same tasks and try to come up with ways to go around the obstacle on the course but the kids dont limit themselves. They talk to one another and will come up with ways to push the object out of the way or go over it with their vehicles. It is really a joy to see, she said. Jacobs is currently excited about an American Sign Language course she is teaching for homeschoolers. Ive been signing for the last 15 years because I have a slight hearing loss and I wanted to see if there was an interest. The course is context-based just like any other foreign language, but the order really matters when you are eliminating all the little filler words. We have a class of four, two boys and two girls, and it has been nice because the kids can relate and accept a new language easier than adults who have a hard time accepting anything that doesnt follow a strict order. The kids are actively playing off of each other and what they are learning, even converting slang into sign, which we have had to put some limits on since one of the parents knows some colorful sign language, Jacobs said with a laugh. More than 20 CSM faculty members have been recognized by their peers since 1989 for making outstanding contributions to teaching, curriculum and professional development with the college and the community at-large. This award is wonderful. You put so much into these courses every semester and people dont really see the work involved, so it is nice to be recognized for doing this work and showing other teachers how you apply the information that is important to you. When you make education entertaining you keep the students attention and make them want to be a part of learning, said Jacobs. For information on CSM academic programs, Kids College or employment opportunities, visit www.csmd.edu.

<urn:uuid:0e81992e-8778-463b-ba83-5e5c8014a957>

Literary analysis essay on thank you maam Thank you ma'am literary analysis conflict - what is the conflict that begins the action of the story - is this conflict internal or external - look for other conflicts as you read and identify them as internal or. Thank you, m'am take itto the net visit vvvvvvphschoolcom literary analysis implied theme the theme of a literary work is the major idea or underlying message that it communicates (thank on 4144 langston hughes s. Thank you mam character analysis essay - 532 wordsthank you ma m analysis research paper critical analysis: thank you ma'm 'thank you ma'm' is a short story written literary essay writing unit seventh grade pdf filethis document is the property of the michigan association of. Use the classic short story, thank you, ma'am by langston hughes to teach your students the elements of literary analysis this literary analysis essay peer editing graphic organizer is designed to help your students become effective peer editors. Thank you mam essay thank you mam essay grade 7- teacher copy quarter 4, week 30, ^thank you, mam _ by literary response and analysis in which students thank you ma am essay thank you ma am essay thank you mam essay thank you mam essay deconstruction of thank you. Thank you maam essay examples how to become leaders as illustrated in thank you, ma'am by langston hughes and a lesson before dying by ernest gaines 608 words 1 page a literary analysis of the short story thank you mam and a comparison of mother to son by langston hughes 378 words. Thank you mam character analysis essay topics: short story that they are neglected and need someone who cares('analysis of thank you ma'am the most distinctive and outstanding literary theories reflecting from the story are feminist and psychoanalytic criticism. Connecticut state department of education 2 what makes this text complex text and author thank you, ma'am by langston hughes where to. Transcript of character analysis (thank you, ma'am) - character essay example main character she is the main character of this story, because the whole story is centered around her and her journey with the secondary character, roger, after he tries to. Free essays on langston hughes thank you ma am get help with your writing 1 through 30. Free essays on thank you ma am essay about my self essay thank you ma am essay thank you maam essay examples effect bulkiest that straightens assai free essays step-by-step how to build a powerful introductory paragraph to any literary analysis essay words how group activities. Transcript of character analysis (thank you, ma'am) protagonist thank you, ma'am character analysis mrs luella bates washington jones is the protagonist of the story because the whole story is about her haven't found the essay you want let us write you a custom essay sample. Analysis of thank you m'am: halliday's metafunctions download analysis of thank you m'am: january 2012 analysis of thank you m'am: halliday's he was one of the first black writers in the usa to achieve literary recognition. A literary analysis of the short story thank you mam and a comparison of mother to son by thank you maam, mother to son, langston hughes, young people not sure what i'd do without @kibin - alfredo alvarez, student @ miami university sign up to view the rest of the essay read the full. Read a summary of langston hughes' short story, 'thank you, ma'am', a snapshot of african-american life in the 1950s essay writing: help & tutorial literary analysis and themes. In thank you, m'am, what theme is the author, langston hughes, exploring write a short essay that describes what this question tells you about roger open book tests unit 2: meeting challenges thank you, m'am. Literary analysis essay on thank you maam Check out our top free essays on thank you ma am by langston hughes to help you write your own essay thank you, ma'am thank you thank you m'am literary analysis langston hughes was an american poet, novelist. - Thank you, ma'am ~ a classic american short story by langston hughes (1902-1967) she was a large woman with a large purse that had everything in it but hammer and nails it had a long strap, and she carried it slung across her shoulder it was about eleven o'clock at night, and she was. - In order to analyze and interpret literature, students need to understand different literary terms click here to download an activity to teach a literary term (narrator) with the short story thank you ma'am by langston hughes. - Free thank you, ma'am papers, essays, and research papers. An audio version is available at this site: thinking through literature and culture - thank you, ma'am by langston hughes she was a large woman with a large purse that had everything in it but. Use the classic short story, thank you, ma'am by langston hughes, to teach your students the elements of literary analysis this one-day lesson plan includes the full story with attractive illustrations, a 6-question deep-thinking exercise (with detailed answer key, of course), and an. Themes in literature - langston hughes thank you ma'm special ed, level: students will identify and understand the concept of theme within the story thank you ma'am oral story telling and narrative essay. As an assignment, i have created a prezi that analyizes the character 'roger' in a short story called 'thank you ma'am', by langston hughes. This thank you ma'am by langston hughes lesson plan is suitable for 8th - 10th grade students use langston hughes' thank you ma'am as a reading and vocabulary improvement activity after an overview of the format of the literary analysis essay. Supersummary, a modern alternative to sparknotes and cliffsnotes, offers high-quality study guides that feature detailed chapter summaries and analysis of major themes, characters, quotes, and essay topics this one-page guide includes a plot summary and brief analysis of thank you, ma'am by.

<urn:uuid:54cedbe6-24d7-43a3-80f6-e1d31db09fb0>

GeoPark Karnische Alpen Become a rock detective! Sharp, round, flat, rough, grey, blue and red – the rocks and stones in Nassfeld reveal much about the Carnic Alps and their turbulent history. Indeed, the whole Gailtal Valley is like a picture book laid open telling the fascinating story of Planet Earth over the last 500 million years. Today these rocks and stones continue to stand tall and can be found in all different shapes and sizes along the region's geotrails. GeoPark Karnische Alpen For millions of years it has carved open the landscape, washing away everything in its path: water. The "Galizenklamm" canyon is a fascinating testament to the irresistible natural power of rivers and streams as they carve a path from the glaciers high above down to the valley floor. This geotrail follows the spring water flowing through the canyon back to its source. Getting there: Hermagor - Möderndorf - road to Egger Alm hut - Garnitzenklamm car park Route: car park (612 m) - Ida Warte - Franzens Warte - Unterstand - Klause (1107 m). Distance: approx. 6 km (to source). Walking time: 4 hours (there and back) Possible variations: hikers can continue on to Nassfeld either via the Garnitzenalm (approx. 3 hours) or via the Kühweger Alm hut and the Kühweger Sattel ridge (approx. 2 hours). The region around the Wolayersee lake is home to the oldest rocks in the Alps to contain fossils visible with the naked eye. The mighty limestone walls between the Hohe Warte, the Seewarte and the Seekopf date back to the Devonian Period (415 to 360 million years ago) and were formed in a shallow sea-like body of water. Also of particular interest are the rock deposits that can be seen on the south-facing slopes of the Rauchkofel mountain. Formed on the seabed many millions of years ago, they contain remains of ancient species related to the modern octopus such as the mighty "orthoceras“, also known as the "straight horn". Getting there: Birnbaum - Nostra - Hubertuskapelle car park (1114 m). Route I: walk along the road to Untere Wolayeralm and Obere Wolayeralm, then on to the Wolayerseehütte hut (1967 m). Distance: approx. 6.5 km; duration: approx. 3 hours. Getting there: From the Plöckenstraße road to the Südalpen-Weg 03 trail: car park at guesthouse. Route II: Valentinalm hut (1205 m) - Obere Valentinalm (1540 m) - Valentintörl (2138 m). Distance: approx. 5.5 km Walking time: approx. 2.5 hours In the area around the Zollnersee lake visitors will find rock deposits dating back to the Early and Late Palaeozoic Period, with the deposits from the Late Palaeozoic Period lying on top of those from the Early Palaeozoic Period. This geotrail is an excellent opportunity to learn about how and when the Alps were formed, the never-ending struggle between land and sea, and which plants and animals fought to survive 300 million years ago. Getting there - option I: Dellach - Weidenburg - Gratzhof - Dellacher Alm - Rösserhütte - Zollnersee-Hütte car park. Getting there - option II: Stranig - Straniger Alm - Waidegger Alm car park. Then take the trail marked "Karnischer Höhenweg 403". Distance: approx. 5 km Walking time: 1.5 hours This geotrail starts at the Watschiger Alm hut in Nassfeld and takes walkers on a journey back in time through 500 million years of history. Long before humans walked the Earth, the peaks of the Carnic Alps lay below sea level. Fossils of mussels, snails, coral reefs and crabs can still be found today, many millions of years after seismic shifts moved the mountains to their current location. The best way to learn about the geological history of this area is on a guided hike leading along the "Karnischer Höhenweg" long-distance trail with several mountain huts en route. Hikers visiting the region in June or July will be treated to the sight of the beautiful wulfenia flower, a relict from the Ice Age today found only in the Carnic Alps and the Himalayas. The geotrail also passes a natural sulphur spring. Starting point: Alpenhotel Plattner (1610 m) Distance: 3.8 km Vertical metres: 360 m Walking time: 3 hours The Laas geotrail takes walkers to Austria's only "petrified forest" where nature has transformed plants and trees into stone over the course of many millions of years. Along the trail and in the village itself there are many attractions showcasing how important geology is to our everyday lives. Starting point: church in Laas Distance: 5.3 km Vertical metres: 260 m Walking time: 2.5 hours Visitors' centre at the GeoPark Karnische Alpen The visitors' centre provides an introduction to the world of fossils and geology. Spread over 120 square metres, it features impressive rock fossils and tells the story of the valley through a film and a series of animations. Children can experience the power of geology at first hand and try out some "explosive" experiments.

<urn:uuid:910d13a5-4392-4f8c-846c-196b49e12a5c>